til 

ra 


s»  COURSE  OF  STUDY 


PUBLIC    SCHOOLS 


DISTRICT  OP  COLUMBIA, 


RULES    GOVERNFNii    THI-    SCHOOLS. 


Adopted  October    i.   A8g2. 


COURSE  OF  STUDY 


PUBLIC   SCHOOLS 


OF   THE 


DISTRICT  OF  COLUMBIA, 


TOGETHER    WITH    THE 


RULES   GOVERNING    THE   SCHOOLS. 


Adopted  October    i,  1892. 


WASHINGTON,  D.  C.: 
BYRON  S.  ADAMS,  PRINTER  AND  PUBLISHER, 


REFERENCE  TABLE. 

PAGE. 

Names  of  Members  of  the  Board  of  School  Trustees 3 

Officers  of  the  Board 3 

Standing  Committees ..  5 

Directions  to  Teachers 7 

Language 9 

Number 35 

Algebra 43 

Geography... 45 

U.  S.  History 72 

General  Remarks  on  the  Study  of  Nature 79 

Plant  Work 82 

Animal  Work 91 

Physiology 98 

Physics 108 

Penmanship Ill 

Drawing 114 

Work  in  Shops 156 

Cooking 157 

Sewing 157 

Music 159 

Health  Exercises ..  165 

High  School  (in  detail) 178 

High  School  Courses  Outlined ..  189 

Business  High  School 190 

Normal  Training  Schools 192 

Appendixes 193 

Rules...  ..213 


REFERENCE  TABLE  BY  GRADES. 

FIRST  YEAR. 

Language 16 

Number 35 

Plant  Work 82 

Animal  Work 91 

Physiology. 98 

Penmanship..: ~  111 

Drawing 114 

Music 160 

Health  Exercises...     171 


206G534 


11 

SECOND  YEAR. 

PAGE. 

Language 19 

Number 35 

Plant  Work 84 

Animal  Work 92 

Physiology.. .~ 100 

Penmanship Ill 

Drawing 120 

Music 160 

Health  Exercises 171 

THIRD  YEAR. 

Language 22 

Number 35 

Geography 45 

Plant  Work 87 

Animal  Work 93 

Physiology 101 

Penmanship 112 

Drawing 127 

Sewing 157 

Music 161 

Health  Exercises 173 

FOURTH  YEAR. 

Language 23 

Number 35 

Geography 54 

Plant  Work 89 

Animal  Work 95 

Physiology ri02 

Penmanship 112 

Drawing 133 

Sewing 158 

Music 162 

Health  Exercises 173 

FIFTH  YEAR. 

Language 26 

Number 37 

Geography 63 

U.  S.  History 72 

Physiology 103 


Ill 

PAGE. 

Penmanship 112 

Drawing ~  138 

Sewing 158 

Music 163 

Health  Exercises 174 

SIXTH  YEAR. 

Language 27 

Number 38 

Geography 66 

U.S.  History 73 

Physiology 104 

Penmanship 112 

Drawing 144 

Sewing 158 

Music 163 

Health  Exercises 174 

SEVENTH  YEAR. 

Language 29 

Number 41 

Geography 67 

U.  S.  History 75 

Physics 108 

Penmanship 113 

Drawing 147 

Bench  Work  (boys) 156 

Cooking  (girls) 157 

Music 164 

Health  Exercises 175 

EIGHTH  YEAR. 

Language 32 

Number  and  Algebra 43 

Geography 70 

Physiology 106 

Penmanship 113 

Drawing 151 

Bench  Work  (boys) 156 

Cooking  (girls) 157 

Music 164 

Health  Exercises ..  ..  175 


IV 

HIGH  SCHOOLS. 
ACADEMIC  HIGH  SCHOOL. 

PAGE. 

Mathematics 178 

Chemistry,  Mineralogy,  Physics 179 

Zoology,  Botany 180 

Geology,  History  and  Political  Science 181 

English 182 

German,  Latin 183 

Greek,  Drawing 184 

Vocal  Music,  Manual  Training,  Military  Drill 186 

Library,  Text  Books 187 

Courses  of  Study  Outlined 189 

BUSINESS  HIGH  SCHOOL 190 

NORMAL  TRAINING  SCHOOLS. 
(Page  192.) 


BOARD    OF   TRUSTEES    OF    PUBLIC    SCHOOLS, 
DISTRICT   OF    COLUMBIA. 


Name. 

Term  Expires. 

Address. 

LOCAL  COMMITTEES. 

first  Division. 
-J.  J.  DARLINGTON',  LL.  D... 

September  13,  1895.. 

410  Fifth  street,  northwest 

Second  Division. 
LEONARD  C.  WOOD 

September  13,  1895 

507  E  street  northwest. 

Third  Division. 
JAS.  W.  WHELPLEY,  esq.... 
Fourth  Division. 
DAVID  H.  HAZEX,  M.  D  
Fifth  Division. 
JOHN  T.  MITCHELL,  esq-... 

September  13,  1893  
September  13,  1893-  
September  13,  1893  

Treasury  Department. 
407  Sixth  street,  southwest 
1339  F  street,  northwest 

Sixth.  Divtsion. 
.A.  H.  WITHER,  M.  D  

September  13,  1893  

St.  Elizabeth  Insane  Asylum. 

F.  J.  SHADD,  M.  D  

September  13,  1894  

Freedmen's  Hospital. 

Seventh  Division. 
BLANCHE  K.  BRUCE  

September  13,  1895-  

City  Hall. 

Eighth  Division. 
1L.  A.  CORNISH,  esq  

September  13,  1893  

Sixth  Auditor's  Office,  Busch  Bldg. 

OFFICERS   OF  THE  BOARD. 


President, 

JOHN  T.  MITCHELL,  1339  F  street,  northwest. 

Secretary, 

J.  G.  FALCK,  Franklin  School. 

Superintendent  of  Schools, 

W.  B.  POWELL,  A.  M.,  Franklin  School. 

Superintendent  of  Colored  Schools, 

G.  F.  T.  COOK,  A.  M.,  Sumner  School. 


Meetings  of  the  Board  of  Trustees. 

The  stated  meetings  of  the  Board  of  Trustees  are  held  on  the  second 
Tuesday  of  each  month,  and  also  on  the  last  Tuesday  in  June. 

3 


Standing  Committees  of  the  Board. 


Rules. 

MESSRS.  MITCHELL,  WOOD,  BRUCE. 


Ways  and  Meaiis,  Supplies  and  Accounts. 

MESSRS.  WHELPLEY,  HAZEN,  CORNISH. 


Buildings,  Repairs  and  Furniture. 

MESSRS.  WOOD,  WITMER,  CORNISH. 


Normal  and  High  Schools. 

MESSRS.  DARLINGTON,       MITCHELL,       BRUCE,       WHELPLEY. 


Teachers  and  Janitors. 

MESSRS.  WITMER,  WHELPLEY,  SHADD. 


Text-Books,  Studies,  Examinations,  Promotions 
and  Scholarships. 

MESSRS.  HAZEN,  MITCHELL,  BRUCE. 


Penmanship  and  Music. 

MESSRS.  SHADD,  WHELPLEY,  HAZEN. 


Industrial  Education  and  Drawing. 

MESSRS.  CORNISH,  DARLINGTON,  WOOD. 


Library  and  Annual  Report. 

MESSRS.  WITMER,  DARLINGTON,  SHADD. 


Course  of  Study, 


To  the  Teacher : 

The  attention  of  the  teacher  is  especially  directed  to  rule  31 , 
in  the  appendix  of  this  volume. 

It  is  as  desirable  for  the  teacher  to  know  the  condition  of  the 


ERRATA: 

On  page  ol,  in  the  topic  "  Forms"  in  the  outline  of  Verbs,  insert  the 

word  "  past"  under  the  word  "  present." 
On  page  41,  in  " Tabular  View,"  second  column,  eighth  line,  read 

"principal"  instead  of  "  principle." 
On    page    V.\,    in    the    third    line    of    the    (>th     paragraph,    read 

"  profitably  "  instead  of  "  profitable." 
On    page    76,  in    the  fourth   line   of   the    10th    paragraph,   read 

"admission"  instead  of  "  administration."  < 


busy  teacner  does  not  detect  ITS  presence  until  mucn  01  its  evil 
work  has  been  done. 

Too  often  the  teacher  does  not  know,  or  is  indifferent  to  the 
fact  that  the  air  of  the  school-room  is  impure.  Every  teacher 
should  seek  diligently  to  make  himself  sensitive  to  the  pres- 
ence of  impurity  in  the  atmosphere. 

If  the  teacher  would  leave  the  room  occasionally  'to  breathe 
for  a  few  moments  an  atmosphere  known  to  be  pure,  on  return- 
ing he  would  be  able  to  discover  the  condition  of  the  school- 
room air. 

It  is  advised  that  teachers,  at  half-hour  intervals,  give  the 


Course  of  Study, 


To  the  Teacher : 


The  attention  of  the  teacher  is  especially  directed  to  rule  31 , 
in  the  appendix  of  this  volume. 

It  is  as  desirable  for  the  teacher  to  know  the  condition  of  the 
school-room,  respecting  warmth  and  purity  of  air,  as  it  is  that 
he  should  know  the  value  of  the  recitation  work  of  the  pupil. 

School-rooms  are  more  frequently  too  hot  than  too  cold. 

When  the  school-room  is  found  to  be  too  warm,  measures 
should  be  taken  to  lower  the  temperature  at  once.  If  to  do  this 
it  is  found  necessary  or  desirable  to  open  doors  or  windows, 
care  should  be  taken  that  no  pupil  remains  seated  in  a  draft  of 
cold  air.  It  is  advised  that  at  such  times  the  pupils  be  given 
the  freedom  of  the  school-room  and  allowed  a  brief  time  for 
recreation. 

So  quietly  and  gradually  does  impurity  approach  that  the 
busy  teacher  does  not  detect  its  presence  until  much  of  its  evil 
work  has  been  done. 

Too  often  the  teacher  does  not  know,  or  is  indifferent  to  the 
fact  that  the  air  of  the  school-room  is  impure.  Every  teacher 
should  seek  diligently  to  make  himself  sensitive  to  the  pres- 
ence of  impurity  in  the  atmosphere. 

If  the  teacher  would  leave  the  room  occasionally  to  breathe 
for  a  few  moments  an  atmosphere  known  to  be  pure,  on  return- 
ing he  would  be  able  to  discover  the  condition  of  the  school- 
room air. 

It  is  advised  that  teachers,  at  half-hour  intervals,  give  the 


8 

systematized  physical  exercises — that  are  prescribed  for  their 
respective  grades — not  to  occupy  more  than  three,  four  or  five 
minutes,  at  which  time  the  air  of  the  school-room  should  be 
changed  by  opening  doors  or  windows,  or  both.  This  would 
change  the  air  of  the  room  often  enough  to  insure  comparative 
freedom  from  impurity,  and  besides,  would  give  mental  rest 
and  physical  recreation  to  the  pupils. 

Pupils  should  not  be  allowed  to  remain  in  school  with  wet 
feet.  Pupils  should  not  be  sent  away  from  school  for  any  cause 
when  the  weather  is  inclement. 


Language. 


The  following  extracts  are  taken,  with  slight  alterations,  from 
the  annual  report  for  the  year  1889-90  : 

CORRECT  LANGUAGE  TEACHING  THE  PROPER 
PREPARATION  FOR  LEARNING  TO  READ. 

The  ultimate  purpose  of  learning  to  read  is  to  secure  the  train- 
ing that  will  give  its  possessor  the  power 'to  see  the  concrete 
as  clearly  in  the  written  description  as  the  trained  eye  would 
see  the  thing  described ;  to  feel  the  emotion  expressed  as  his 
own  ;  to  know  the  willing  expressed  or  to  understand  the 
conclusions  expressed,  as  if  willing,  doing,  or  making  the  con- 
clusions himself. 

Learning  to  read  may  be  considered  under  two  general  heads  : 

First,  learning  the  symbols  in  which  the  known  is  preserved. 

Second,  learning  how  to  add  to  one's  store  of  knowledge  by 
studying  these  symbols  in  which  the  knowledge  sought  is 
formulated. 

Or,  to  express  the  same  in  a  different  way — 

First,  learning  to  recognize  the  forms  of  speech — words,  signs, 
idiom,  sentences,  discourse — symbols  representing  what  is 
known,  what  is  definitely  in  the  mind  of  the  learner. 

Second,  learning  to  get  information  from  forms  of  speech — 
words,  signs,  idiom,  sentences,  discourse. 

The  more  faithfully  forms  of  speech  represent  correct  ideas 
•existing  in  the  mind  of  the  learner  when  he  learns  them,  the 
better  is  he  prepared  for  the  second  part  of  learning  to  read. 
Words  or  other  signs,  if  learned  as  the  symbols  of  imperfect  or 
incorrect  ideas,  indefinite  or  false  relations,  will  ever  after  be 
misleading,  or,  when  their  true  meanings  have  become  known, 
will  ever  need  to  be  translated  when  used. 


10 

The  child's  first  effort  in  learning  to  read,  if  Nature's  law? 
are  to  guide  in  the  work,  must  be  to  recognize  his  own  words, 
representing  his  own  knowing,  his  own  thinking,  his  own  feel- 
ing, his  own  willing,  his  own  concluding,  his  own  doing.  It 
is  of  the  highest  importance  that  these  words  stand  for  both 
correct  ideas  and  exact  ideas. 

The  vocabulary  which  the  child  brings  to  school  does  not, 
if  a  small  percentage  of  words  be  excepted,  represent  exactness. 
A  few  names  stand  for  the  right  things,  whereas  many  or  most 
of  his  words  representing  qualities,  feelings,  abstractions,  are 
not  the  symbols  in  any  degree  of  exactness  of  the  ideas  for  which 
they  really  stand  existing  in  his  own  mind,  It  is  unwise  to 
teach  him  these  as  symbols  of  what  they  now  represent  to  him. 
It  is  unwise  to  characterize  the  beginnings  of  his  school  educa- 
tion by  such  indefiniteness  or  such  obscurity. 

The  child,  as  a  preparation  for  learning  to  read,  must  have 
exact  ideas  and  thought,  and  must  be  made  to  express  the 
same  correctly  and  well.  The  wider  the  range  of  ideas,  the 
more  diversified  the  knowing  and  thinking  consistent  with  se- 
quence and  unity,  the  more  nearly  they  represent  all  the  func- 
tions of  the  mind,  however  childlike  their  manifestations,  the 
more  rapidly  and  perfectly  will  the  child  appreciate  the  sym- 
bolic nature  of  words,  seeing  in  them  entities,  living  realities  ; 
the  more  rapidly  will  he  learn  to  read,  and  the  more  delightful 
will  learning  to  read  be  to  him.  With  how  great  enjoyment 
does  he  see  his  own  thought  in  graphic  symbols  of  his  own 
spoken  words. 

Not  only,  therefore,  must  the  child  think,  and  think  correctly, 
but  the  teacher  must  know  what  he  thinks  and  how  he  thinks, 
for  under  no  other  conditions  can  it  be  known  that  he  speaks 
correctly  and  with  exactness. 

How  soon  in  the  average  school  work  does  the  child  learning 
to  read  reach  a  point  in  his  progress  where  the  reading  matter 
is  too  difficult  for  him.  The  reason  should  be  sought.  The 
trouble  is  not  that  he  can  not  be  made  to  pronounce  the  words, 
for  this  can  be  accomplished,  so  thorough  may  be  the  school 
drill  and'  so  inevitable  the  mechanical  results  of  prescribed 
processes.  The  reason  is  not  far  to  seek.  The  words  and  sen- 
tences represent  ideas  and  thoughts  that  have  never  had  a 


11 

lodgment  in  his  mind ;  more  than  this,  he  has  never  learned' 
symbols  of  corresponding  ideas  and  thoughts  by  which  these 
may  be  interpreted.  Presistent  drilling  on  such  words  as  these 
will  do  little  toward  teaching  the  child  to  read. 

Much  reading  of  matter  similar  to  that  previously  read  in  his 
progress  does  not  prepare  the  child  to  advance  satisfactorily. 
This  has  been  demonstrated  times  without  number  by  the  ad- 
dition of  supplementary  reading  matter. 

The  studying  of  definitions  given  in  the  book  will  do  little 
good.  Definitions  carefully  given  by  an  intelligent  teacher  will 
do  little  good.  The  child  must  be  given  experiences  repre- 
sented by  the  words  he  is  to  learn,  or  experiences  similar  to 
them.  He  must  be  trained  in  broader  lines  of  seeing,  of  feel- 
ing, of  planning  and  doing. 

He  must  be  led  into  the  field  of  imagination  and  be  made  to 
create  thought  (on  determinative  lines).  He  must  be  exercised 
in  fields  of  emotional  activity,  of  loving,  of  hating,  of  being 
generous,  of  being  cautious,  of  being  fearful,  and  then  he  must 
be  helped  to  express  all  these  sensations  or  feelings,  and  must 
learn  their  symbols  as  the  representatives  of  what  exists  in  his- 
own  mind.  With  this  preparation  he  can  advance  in  learning 
to  read. 

The  child  must  be  made  to  know  more,  step  by  step,  in  ad- 
vance of  his  learning  to  read,  and  what  he  reads  at  first  must 
represent  what  he  knows.  These  representations  in  his  mind 
will  be  to  him  his  true  interpreters  of  what  he  afterwards  reads 
on  kindred  subjects.  They  will  be  to  him  the  key  to  the  dic- 
tionary, making  lists  of  synonymous  words  intelligible  to  him. 

Knowing  is  the  only  safe  compass  and  helmsman  in  the 
boundless  and  dangerous  sea  of  emotional  activity  ;  knowing  is 
the  only  source  whence  proceeds  determinative,  profitable, 
creative  activity  ;  knowing  is  the  only  reliable  enginery  of 
willing,  whether  it  be  concluding  or  doing. 

Subjects  of  thought  must  be  presented  to  the  child  first 
through  the  senses.  He  must  be  made  to  know  through  orig- 
inal channels  of  information. 

The  best  possible  work  in  exact  seeing  is  the  study  of  forms 
offered  in  exercises  that  come  under  the  head  of  drawing.  The  • 
lessons  given  under  this  head  are,  first,  the  modeling  of  the 


12 

forms  in  clay  in  imitation  of  forms  presented  to  the  child. 
These  lessons  train  his  eye,  his  judgment,  and  his  hand — co- 
workers  for  the  accomplishment  of  a  definite  purpose.  Then 
he  must  be  carefully  trained  to  talk  about  the  forms  he  has  made. 

Other  kinds  of  work  under  the  head  of  drawing  are  stick- 
laying,  paper-folding,  and  combining  geometric  forms  in  wood 
or  in  paper,  all  of  which,  after  being  made,  should  be  represented 
with  pencil,  and  in  turn  be  described.  Some  of  these  may  be 
compared  and  the  processes  of  doing  given,  which  is  narration. 
It  is  thus  seen  that  much  exact  language  training  is  possible 
under  the  head  of  drawing. 

Good  work  may  be  done  simultaneously  with  the  number  les- 
sons which  take  their  start  in  the  form  lessons,  in  making 
simple  problems  and  in  solving  them. 

Much  good  work  can  be  done  for  a  short  time  by  naming  the 
objects  in  the  room  and  stating  their  relative  positions  and  some 
of  their  qualities,  by  the  use  of  simple  pictures  for  description 
and  story,  by  making  tableaux  of  children  and  their  play- 
things for  a  like  purpose. 

The  last-named  subjects  are  soon  exhausted  without  too 
much  labor  on  the  part  of  the  teacher. 

No  other  subject  which  the  child  can  readily  understand 
and  which,  at  the  same  time,  will  be  interesting  to  him, 
offers  such  opportunities  for  seeing,  such  opportunities  for 
training  in  the  exact  use  of  a  broad  vocabulary,  available  for 
general  purposes  and  to  a  limited  extent  possessed  by  the  child, 
as  the  study  of  natural  history  and  elementary  physics. 

Forms,  sizes,  colors ;  number,  uses,  positions,  all  offer  oppor- 
tunity for  exact  seeing,  exact  knowing,  and  exact  expression. 

Comparison  of  these  offers  opportunity  for  exact  seeing  of 
likenesses  and  differences,  for  intelligent  conclusions,  and  for 
the  exact  expression  of  such  seeing  and  concluding. 

The  amount  of  training  which  it  is  possible  to  give  young 
children  in  correct,  exact  seeing  ;  correct,  exact  thinking  ;  in 
'the  early  drawing  lessons,  in  the  early  number  lessons,  and  by 
the  use  of  natural  objects,  plants,  animals,  and  the  human 
body,  is  very  great.  Material  for  such  lessons,  moreover,  is 
•very  easily  obtained  and  prepared  by  the  teacher. 

By  the  means  indicated  in  the  foregoing  for  inciting  the  child 


13 

to  thought  and  for  directing  him  in  his  thinking,  it  is  pos- 
sible and  easy  to  give  the  best  training  in  the  use  of  lan- 
guage, which  training  is  the  best  possible,  indeed  the  only 
proper  preparation  for  learning  to  read. 

It  will  therefore  be  seen  that,  whereas  the  study  of  elemen- 
tary science  educates  by  training  the  child's  perceptions  and  his 
comparing  and  concluding  faculties,  as  no  other  study  can 
do  at  this  stage  of  his  education,  and  at  the  same  time  enriches- 
his  mind  with  knowledge,  its  introduction  at  this  time  is  chiefly 
to  furnish  the  means  of  accurate  and  determinative  training  in. 
the  English  language  ;  for  the  work  is  not  done  that  the  child 
may  learn  and  recite  facts,  but  it  is  done  that  he  may  see  facts, 
and  thus  be  led  to  use  language  for  exact  and  correct 
expression. 

This  work,  if  properly  done,  is  far-reaching  in  its  educative 
effects,  whether  mind  development  or  language  training  be  its- 
purpose  ;  for  objects  must  not  be  studied  in  a  heterogeneous  way, 
but  should  be  presented  in  groups  whose  parts  are  related.    For 
instance,  if  a  leaf  is  studied,  several  kinds  of  leaves  must  be 
studied  in  connection  therewith.     These,  by  a  perception  or 
their  differences,  must  be  separated  into  groups,  after  which 
many  leaves  may  be  found  by  the  child,  each  of  which  he,   de- 
ciding for  himself,  must  place  in  the  proper  group.     If  an  ani- 
mal (as  the  squirrel)  is  studied,  two  or  more  animals  belonging 
to  the  group  of  gnawing  animals  must  be  studied  also,  that  rela- 
tions may  be  seen,  comparisons  may  be  made,  and  conclusions- 
drawn  therefrom. 

There  is,  moreover,  idiom  of  the  English  language  that  be- 
longs to  description  ;  this  the  child  gets  by  help  of  the  teacher 
when  he  describes  the  thing  examined.  There  is  English 
idiom,  used  only  in  comparing ;  this  the  child  gets  and  uses- 
when  making  comparisons,  when  contrasting  the  objects  con- 
sidered. There  is  English  idiom  belonging  to  narration  ;  this 
the  child  is  helped  to  by  the  teacher,  and  uses  when  telling  the 
story  of  the  growth,  of  the  life,  or  of  the  incidents  of  the  cap- 
ture, of  finding,  or  of  buying  what  he  has  examined,  described 
and  compared.  Thus  is  his  vocabulary  enriched  by  idiom  that 
will  never  be  there  as  a  possession  except  by  some  such  means. 
Now  when  the  child  sees  the  word  for  the  first  time  they  are  not 


14 

meaningless  to  him ;  he  greets  them  as  friends  whom  he  has 
neverbefore  seen.  The  reading  of  good  English  with  such 
preparation  is  not  only  easy  to  the  child,  but  soon  becomes  a 
delight  to  him. 

The  lessons  given  under  the  head  of  physiology  (laws  of 
health  and  cleanliness)  should  be,  so  far  as  they  relate  to  anatomy, 
the  same  kind  of  lessons  as  those  given  on  plants  and  animals  ; 
but  in  so  far  as  they  relate  to  the  laws  of  health,  evil  effects  of 
narcotics,  stimulants,  etc. ,  they  must  necessarily  be  more  didac- 
tic in  their  character,  but  are  at  this  stage  of  equal  value  to 
the  child,  for  he  has  grown  strong  enough  to  receive  profitably 
what  is  dictated  to  him. 

In  addition  to  the  kinds  of  work  above  named,  vapor,  with 
its  phenomena  of  steam,  cloud,  mist,  fog,  rain,  hail,  snow,  are  to 
be  taught  by  experiment  and  objects  as  a  beginning  of  the  study 
of  geography,  as  well  as  for  the  special  purpose  of  language 
training  and  of  properly  preparing  the  child  to  read.  In  this 
subject  is  presented  a  kind  of  learning  quite  different  from  any- 
thing the  child  has  had  before,  namely,  discovering  by  experi- 
ment. Water  under  the  influence  of  heat  turns  to  steam,  leaves 
the  receiver,  and  for  a  moment  is  lost  to  sight,  when,  by  the 
influence  of  cold,  it  returns  to  view  as  mist,  and  soon  looks 
into  his  face  from  the  side  of  an  ice  pitcher. 

In  the  various  parts  of  this  interesting  and  most  practicable 
work  excellent  opportunity  is  found  for  training  the  productive 
imagination  in  the  exercise  of  creative  functions  of  the  mind 
in  determinative  lines,  the  foundation  for  which  is  securely  laid 
in  the  many  facts  learned.  As  the  child  presents  the  supposed 
history  or  biography  of  a  drop  of  water  on  the  pane  of  glass,  or 
other  like  subjects,  the  teacher  can  judge  of  the  intelligence 
with  which  it  is  done,  for  he  can  estimate  by  known  laws 
whether  the  imagination  of  the  talker  or  writer  is  clear,  healthy, 
and  under  control,  or  is  clouded,  unintelligent,  undirected,  or 
visionary.  Such  work  broadens  the  vocabulary,  gives  subjects 
for  conversation  and  composition,  and  prepares  the  child  to 
read  valuable  literature  on  the  different  forms  of  vapor. 

While  the  distinctive  purpose  of  the  teaching  of  reading  in 
-the  first  three  grades  of  the  school  is  to  make  the  children  know 
•the  symbols  representing  their  own  knowledge  and  mental 


15 

processes,  much  practice  must  be  given  in  reading  the  same 
and  kindred  facts  and  processes  expressed  by  accepted  author- 
ities. This  is  done  for  broadening  the  vocabularies  of  the 
children  and  for  teaching  the  kindred  significance  of  words. 
Some  reading  is  done  to  get  information,  similar  to  that  in  the 
possession  of  the  children  to  be  interpreted  by  it  and  assimi- 
lated with  it. 

Learning  to  read  should  do  much  toward  training  the  atten- 
tion and  the  judgment,  which  should  result  in  conscious  power. 
As  in  the  preparation  for  learning  to  read  the  pupil  learns  to 
knew  and  to  feel  his  ability  to  investigate  and  to  decide  through 
original  channels  of  information,  so  now  he  must  gain  a  corre- 
sponding confidence  in  his  ability,  to  investigate,  to  see,  and  to 
know  through"  symbolic  channels. 

In  the  fourth  grade  the  reading  begins  to  be  more  distinct- 
ively for  the  purpose  of  getting  information,  and  is  more  and 
more  so  characterized  through  the  remaining  grades. 

Great  care  is  required  in  the  transition.  For  this  purpose 
the  text  must  be  illustrated  by  objective  work  or  by  experiment, 
and  should  be  supplemented  by  tests  for  truth  and  for  appli- 
cation, the  effort  being  to  train  the  learner  to  see  accurately 
and  to  know  exactly  by  reading. 

No  greater  care  is  required  in  any  reading  lesson  than  in 
those  belonging  to  this  transition  period. 

The  historical  story  begun  in  the  -fifth  grade  can  be  under- 
stood only  by  examination  of  many  objects  representing  the 
lives  and  customs  of  the  people  and  times  studied  and  by  intel- 
ligent comparison  of  the  same  with  cqrresponding  objects  rep- 
resenting the  lives  and  customs  of  the  people  of  to-day. 

Objective  work  is  all  important  in  this  grade  of  school,  but 
its  use  is  for  another  purpose  than  that  for  which  it  is  given  in 
the  lower  grades. 

In  whatever  grade  science  lessons  are  given,  groups  or  units 
of  related  objects  should  be  given,  by  which  unity  and  symmetry 
may  be  taught  and,  furthermore,  these  lessons  should  lead  to 
or  supplement  or  be  made  a  means  of  practically  applying  some 
other  part  of  the  work  of  the  grade.  This  illustrates  the  in- 
terdependence of  the  parts  of  this  course  of  instruction. 


1C 


Course  in   Language. 


FIRST    YEAR. 
Seeing  and  Talking1 : 

(No  less  than  three  months  should  be  given  to  this  unit  or 
work.) 

The  chief  purpose  of  this  unit  of  work  is  to  train  pupils  first 
to  see  groups  or  bodies  of  associate  thought,  and  then  to  repre- 
sent them  as  entireties  in  connected  discourse. 

The  thought  arranged  must  be  furnished.  The  pupil  must 
be  led  to  see  the  thought  and  its  arrangement,  and  then  must 
be  led,  and  if  necessary  helped,  to  express  it  as  arranged  in 
connected  discourse. 

The  teacher  must  supply  and  teach  the  necessary  composition 
idiom  for  the  proper  expression  of  relations  that  the  children 
are  made  to  see  in  the  groups  of  thought  presented. 

The  groups  of  thought  presented  at  first  must  be  very  simple, 
and  should  become  more  complex  by  very  easy  steps.  These 
groups  of  thought  may  be — 

Simple  tableaux,  arranged  in  the  presence  of  the  children, 
so  that  the  arrangement  may  be  seen  as  it  takes  place, 
the  children  in  many  instances  helping  to  form  them  ; 

Simple  pictures  rapidly  made  in  the  presence  of  the  children  ; 

Parts  of  plants,  as  leaves,  stems,  roots,  simple  flowers  (See 
outline  of  Plant  L,essons)  ; 

Familiar  animals  having  marked  characteristics,  as  the  cat, 
the  squirrel,  the  duck,  the  owl  (See  outline  of  Animal 
Lessons)  ; 

Parts  of  the  human  body  (See  outline  of  Physiology  work)  ; 


17 

Geometric  forms,   made  by  modeling  solids  of  clay  or  other 

plastic  material  ;* 

Geometric  forms  made  by  laying  sticks  ;f 
Geometric  forms  made  by  folding  paper  involving  size  and 

color  ;l 
Other  groups  of  thought,  as  a  hat,  a  basket  of  fruit,  a  broken 

doll,  etc. 

The  teacher  should  correct  mispronunciation  and  false  syntax, 
but  not  in  such  a  way  as  to  destroy  unity  of  thought  or  to  take 
the  effort  of  the  child  from  the  chief  purpose  of  the  exercise — 
the  expression  of  associate  thought  in  connected  discourse — the 
representation  of  what  is  seen. 

After  the  children  have  acquired  some  ability  to  see  simple 
entireties  and  the  parts  that  make  them,  and  have  gained  some 
power  in  the  use  of  their  vocabularies  for  the  representation  of 
what  they  see  and  want  to  express,  they  should  begin  to  learn 
by  sight  the  words  they  use  in  such  composition  ;  that  is,  the 
children  may  begin  to  learn  to  read. 

Reading  : 

At  first,  from  the  blackboard,  words  and  short  sentences  from 
the  children's  own  compositions  may  be  taught,  and  soon 
larger  compositions  made  by  the  children. 

Do  not  allow  the  children  to  read  disconnected  matter,  ex- 
cept as  they  are  drilled  for  the  rapid  seeing  of  groups  of  related 
words — phrases  and  short  sentences  taken  from  the  com- 
positions made  by  the  children  themselves. 

I^et  the  teacher  remember  that  if  ever  education  should  begin 
with  the  known,  it  is  in  learning  to  read.  The  known  are  the 
thoughts  expressed  by  what  is  to  be  read,  and  the  spoken 
language  expressing  it  ;  the  unknown  are  the  written  sym- 
bols, words,  signs,  sentences.  In  all  this  beginning  work,  the 
teacher  must  be  sure  that  there  is  a  well-established  known 
from  which  to  lead. 

The  two  Primers  and  the  two  First  Readers,  and  from  two  to 
five  times  as  much  other  matter  made  and  written  by  the 
children,  should  be  read  the  first  year. 

*See  Appendix  A.  fSee  Appendix  B.         JSee  Appendix  C. 


18 


Spelling : 


-    All  words  used  in  writing. 

The  children  must  early  master  the  sounds  of  the  consonants 
and  their  combinations.  In  connection  with  word  learning, 
the  children  should  do  some  oral  spelling. 

L,et  the  standard  with  the  teacher  and  pupil  at  all  times  be 
perfection.  Make  children  ashamed  and  unwilling  to  mispell 
with  pen  or  pencil,  as  that  is  the  whole  secret  of  good  spelling. 

Composition  Idiom :  , 

While  learning  to  express  what  they  see,  the  children  will 
need  to  use  some  or  all  of  the  following  composition  idioms, 
which,  at  the  end  of  the  year,  should  constitute  a  part  of  the 
vocabularies  of  the  children  available  for  speech  or  for  written 
work.  The  children  should  acquire  a  discriminating  use  of 
these  idioms  in  common  speech. 

Composition  Idioms : 

and         but         when         where  .       for         because         after 
as  soon  as        after  this        while        before        whereas 

who  which  whom  whose 

which  whom  whose 

from 

with 

for 

before 

on 

to 

about 

at  "  "  " 

Participles  taking  the  places  of  relative  clauses,  as :  "  The 
boy  standing  at  the  board  is  my  brother. ' ' 


19 

Orammatic  Idiom : 

As  the  children  grow  in  strength  they  should  be  led  to  see 
some  forms  of  words,  and  to  understand  the  meanings  of  such 
forms — what  they  represent. 

The  following  are  suggested  : 
The  singular  and  plural  forms  : 

(a)  Of   some  nouns  whose  plurals  are    made  by  the 

addition  of  s  to  the  singular  ; 

(b)  Of   some  nouns  whose  plurals  are   made  by  the 

addition  of  es  to  the  singular  ; 

(c)  Of  a  few  nouns  whose  plurals  are  made  by  an  internal 

change ; 

Also  a  few  nouns  used  only  in  the  plural. 
The  children  may  be  taught : 

1.  The  use  of  is,  are,  was,  were,  has  and  have  ; 

1.  The  use  of  this  and  these  ;  that  and  those  ; 

3.  The  use  of  a,  an  and  the  ; 

4.  The  uses  of  some  of  the  most  common  contracted  forms 

of  words, 

5.  The  uses  of  the  forms  denoting  present  and  past  time  of 

see,  go,  draw,  throw,  ring,  sing,  do,  write,  blow,  grow, 
know,  break* 

The  pupils  should  learn  by  observation  how  to  close  the 
different  kinds  of  sentences,  and  should  learn  as  a  part  of  their 
spelling  how  to  begin  sentences,  and  how  to  begin  the  proper 
names  which  they  use,  as  well  as  how  to  write  /  and  O  as 
words. 

SECOND  YEAR. 

Seeing,  Talking  and  Writing : 

Continue  the  work  of  training  children  to  see  and  to  express 
what  they  see  in  idiomatic  English  connectedly ;  that  is,  to 
make  oral  and  written  compositions,  the  thought  and  its 
arrangement  being  furnished  in  all  cases.  Subjects  similar  to 

*The  two  forms  of  each  verb  should  be  taught  by  association  and 
contrast :  To-day  I  see ;  yesterday  I  saw,  etc.  The  children  should  be 
•able  to  write  in  columns  the  two  forms  of  these  verbs. 


20 

those  suggested  for  the  first  year  may  be  taken,  but  should  be 
more  difficult.  (See  outlines  of  Plant  and  Animal  Work,  and 
also  Appendices  A,  B  and  C,  second  year.) 

Much  attention  should  be  given  to  Narration.  The  children 
should  be  led  to  distinguish  between  descriptions  and  stories — 
groups  of  facts  having  space  relations  mainly,  and  groups  of 
facts  (acts)  having  time  relations  mainly. 

Before  children  are  asked  to  talk  or  to  write — that  is,  to  make 
compositions — be  sure  : 

1st,  That  they  see  or  know  as  an  entirety  the  group  of  related 
facts  which  they  are  to  describe  or  to  relate  ; 

2d,  That  their  vocabularies  contain  the  idiom  necessary  to 
express  the  relations  of  thought  they  will  want  to  represent ; 

3d,  That  the  children's  purposive  efforts  be  to  describe  what 
they  see  or  to  narrate  a  group  of  related  events  that  they  know, 
and  not  simply  to  say  or  to  write  something. 

The  greater  part  of  the  work  of  learning  to  talk  well  is  that  of 
thoroughly  learning  something  to  talk  about.  Forms  of  speech 
must  indeed  be  learned  but  a  knowledge  of  them  and  their  uses 
conies  easily  to  the  mind  that  is  full  of  something  it  wants  to 
express. 

The  test  of  the  teacher's  success  will  be  a  growing  desire,  as 
well  as  an  ability,  on  the  part  of  the  child  to  use  language  cor- 
rectly for  the  expression  of  well-defined  thought. 

The  children  in  this  grade  should  be  asked  to  describe  only 
what  they  can  see  and  examine  while  talking  or  writing.  They 
should  be  asked  to  relate  only  those  events  that  they  have  wit- 
nessed or  experienced  within  a  short  time  previous  to  their 
efforts  at  narration,  or  events  that  may  be  inferred  by  looking 
at  a  series  of  pictures  on  the  blackboard  or  elsewhere.  Plays 
to  be  acted  in  the  school-room  ;  the  events  of  a  recitation  ;  the 
events  of  a  half-hour  in  the  school-room  are  suggested.  The 
object  of  the  work  is  to  teach  the  children  to  use  English 
correctly  and  for  a  purpose,  and  not  to  pass  the  time  of  a  reci- 
tation in  aimless,  profitless  talking,  or  in  writing  disconnected 
sentences. 

Comparisons  offer  excellent  opportunity  to  teach  the  correct 
and  definite  use  of  language.  Some  new  idioms  will  be  needed 


21 

in  this  work.  To  teach  these  idioms  is  one  important  purpose 
of  the  work. 

The  comparative  forms  of  adjectives  and  adverbs  will  be  re- 
quired. (See  also  composition  Idiom  in  first  grade  work.) 

The  work  in  comparison  should  be  confined  to  objects  that  the 
children  can  see  and  handle.  Avoid  objects  too  nearly  alike, 
and  also  objects  in  too  great  contrast  to  each  other.  Children 
will  not  readily  see  likenesses  and  differences  between  a  leaf  and 
a  bird,  but  will  see  and  can  be  made  to  talk  methodically  and 
accurately  about  the  likenesses  and  differences  between  two  birds 
that  belong  to  different  grand  divisions  of  birds,  or  between  two 
leaves  that  differ  in  form  and  structure,  or  two  flowers  belong- 
ing to  different  orders,  or  between  a  cat  and  a  squirrel,  two  hats 
of  different  makes  or  styles,  etc. ,  etc. 

Let  the  children  see  and  tell  in  good  English  idiom  what 
they  see. 

While  learning  to  see  things  singly  and  in  groups  they  should 
be  led  to  see  forms  of  speech  that  represent  them  and  that 
represent  what  is  said  about  them. 

Practice  should  be  given  in  reproducing  short  stories. 

Grammatic  Idiom : 

The  grammatic  idiom  of  the  first  grade  is  to  be  reviewed  and 
its  use  further  developed  and  emphasized  as  the  number  of 
words  known  by  sight  increases.  Teach  the  singular  and 
plural  forms — 

1.  Of  some  nouns  ending  in  y. 

2.  Of  some  nouns  ending  in/  or  fe. 

3.  Of  some  nouns  whose  plurals  are  formed  irregularly  <  as, 
ox,  oxen. 

Teach  the  children  to  distinguish  between  the  plural  form 
and  the  possessive  singular  form. 

Reading : 

The  two  Second  Readers,  a  part  of  the  Arithmetic  Reader, 
many  compositions  made  by  the  children,  and  supplementary 
reading  matter,  representing  and  applying  what  the  children 
learn  and  do  in  the  various  studies  and  exercises  of  the  grade 
are  to  be  read. 


22 

Spelling : 

See  what  is  said  on  this  subject  in  first  year  work.  Never 
accept  any  misspelled  manuscript. 

THIRD  YEAR. 

Seeing,  Talking  and  Writing: 

Continue  the  making  of  compositions,  oral  and  written,  i.  e.y 
the  making  of  descriptions,  narrations  and  comparisons.  Sub- 
jects may  be  taken  from  plant  lessons,  animal  lessons,  human 
body  lessons,  vapor  lessons  or  other  geography  lessons,  etc. ,  etc. 

Many  imaginary  stories  should  be  written  based  on  the 
knowledge  the  children  have  gained  of  the  growth  and  habits 
of  plants  and  animals  and  of  evaporation  and  the  various  forms 
of  condensed  vapor. 

The  children  should  be  trained  to  reproduce  short  descriptions, 
narrations  and  comparisons.  The  compositions  for  reproduction 
should  in  no  case  be  taken  from  books  to  which  the  children 
have  access.  The  compositions  reproduced  should  give  the 
entire  thought  of  the  selection  in  its  proper  order.  It  is  by  no 
means  desirable  to  have  the  children  reproduce  the  words  of  the 
selections  read  to  them. 

Some  attention  should  be  given  to  writing  letters.  Teach 
with  care  how  to  begin  and  how  to  close  an  ordinary  letter,  and 
how  to  direct  the  envelope. 

Spelling : 

Do  not  accept  a  manuscript  with  a  misspelled  word  in  it. 

Reading : 

Two  Third  Readers,  the  Arithmetic  Reader,  sixty  pages  of 
the  Health  Primer,  and  much  written  matter  made  by  the 
children  may  be  read. 

Composition  and  Grammatic  Idiom  : 

The  children  are  expected  to  learn  by  observation  and  di- 
rected effort  how  to  put  the  English  sentence  on  the  written 
page. 


23 

They  must  know  therefore  : 

1.  How  to  begin  the  first  word  of  each  sentence. 

2.  How  to  close  each  kind  of  sentence.     (They  must  know 
therefore  each  kind   of  sentence — Declarative,    Interrogative, 
Exclaiming,  Commanding.) 

3.  How  to  write  proper  names.     (They   must  distinguish 
therefore  between  a  common  name  and  a  particular  name.) 

4.  How  to  write  /  and  O  as  words. 

5.  How  to  write  the  possessive  forms  of  nouns.     Special  work 
will  be  required  here. 

6.  How  to  write  such  abbreviations  as  they  use,  especially 
those  beginning  with  capital  letters  and  closing  with  periods. 

7.  How  to  spell  the  plural  forms  of  all  nouns  they  use.  They 
should  know  these  as  plural  forms,  and  should  know  also  the 
corresponding  singular  forms  as  such. 

8.  How  to  use  quotation  marks  in  writing  ordinary  narration. 

9.  How  to  divide  words  at  the  end  of  a  line,  and  how  to  use 
the  hyphen  in  a  few  compound  words. 

They  should  know  also  : 

1.  How  to  use  the  present,  past  and  complete  forms  of  the 
irregular  Verbs  enumerated  in  first  grade  work,  and  of  a  few 
other  verbs  which  the  teacher  may  find  desirable  to  give.     The 
child  should  know  which  form  of  each  of  these  verbs  should 
be  used  with  have,  has  and  had.    The  children  must  be  able  to 
tabulate  these  three  forms  of  the  verbs.     When  given  either  of 
the  three  forms  of  any  verb  they  have  learned,  they  should  be 
able  to  give  the  other  two  promptly. 

2.  How  to  use  the  comparative  forms  of  adverbs  and  adjec- 
tives.    These  are  taught  most  easily  and  most  effectively  by 
much  object  work. 

FOURTH   YEAR. 

Composition — Oral  and  Written : 

The  subjects  for  composition  may  be  taken  from  the  physical 
geography  lessons  and  the  physiology  lessons,  but  to  avoid 
monotony  these  may  be  interspersed  with  descriptions  of  pic- 
tures, plants  and  animals,  which  may  also  be  made  to  contribute 


24 

to  a  better  knowledge  of  geography,  or  when  possible  to  a  bet- 
ter knowledge  of  the  work  in  physiology  and  hygiene.  Much 
care  will  be  necessary  to  preserve  unity  in  composition,  for  in 
some  cases  many  lessons  will  be  required  for  the  development 
of  a  single  subject,  as,  "Bones"  or  "Digestion."  In  every 
case  it  is  desirable,  when  finishing  a  subject,  to  cause  the  pupil 
to  make  for  himself  a  list  of  topics  representing  the  parts  of  the 
subject  to  be  followed  in  talking  or  writing.  In  this  way  unity 
and  method  will  be  taught  the  child.  The  teacher  must  not 
forget  that  the  purpose  of  all  this  work,  as  language  work,  is 
to  train  the  child  to  see  subjects  as  entireties,  and  to  give 
him  power  in  the  use  of  his  vocabulary,  to  represent  in  idiom- 
atic English,  connectedly  and  methodically,  subjects  as  en- 
tireties (units  of  associate  thought  in  connected  discourse). 
To  do  this  properly  the  child  must  receive  much  help  from  the 
teacher  in  the  use  of  composition  idiom. 

Letter-writing  should  be  continued  to  include  much  variety 
in  forms  of  friendly  letters  and  answers. 

The  children  should  have  some  practice  in  writing  imaginary 
stories  based  on  their  knowledge  of  the  facts  of  nature,  especially 
those  relating  to  physical  geography  ;  as,  The  History  of  a  Grain 
of  Sand  ;  The  Story  of  the  Spring,  etc. ,  etc. 

The  children  should  also  write  some  reproductions  in  each 
kind  of  composition,  description,  narration  and  comparison. 

The  children  should  learn  to  separate  the  Knglish  sentence 
into  subject  and  predicate.  See  "  Fifth  Grade  Manual  "  on  this 
subject. 

Grammatic  Idiom : 

Train  the  children  to  use  correctly  at  least  fifty  of  the  most 
common  irregular  verbs  of  the  language.  Cause  them  to  know 
which  form  of  the  verb  is  used  to  represent  absolute  past  time, 
and  which  form  is  used  with  have,  has  and  had.  To  teach  the 
common  irregular  verbs  more  efficiently,  teach  in  comparison 
sit  with  set,  lie  with  lay,  teach  with  learn,  rise  with  raise.  In 
teaching  these  last  named  verbs,  let  the  pupils  frequently  give 
the  meanings  of  words  in  their  different  forms  as  they  use  them, 
as  ;  "I  lay  the  book  on  the  table ' '  means  ' '  I  place  the  book 
on  the  table  ;  "  "  The  dog  lay  on  the  rug  ' '  means  ' '  The  dog 


•  25 

rested  or  reclined  on  the  rug,"  etc.,  etc.  The  children  must 
learn  to  see  meanings  in  forms,  and  accordingly  must  be 
practiced  in  using  forms.  In  teaching  the  irregular  verbs,  care 
must  be  taken  with  the  different  uses  of  the  present  participles. 
Children  should  be  trained  to  use  this  form  of  the  verb  for  econ- 
omy in  the  use  of  words,  and  for  elegance  of  expression. 

Spelling- : 

The  words  used  in  all  written  matter  must  be  correctly 
spelled.  If  the  child  be  trained,  and  by  this  time  he  should  be, 
to  feel  and  to  understand  that  he  must  know  how  to  spell  a  word 
before  trying  to  write  it,  and  to  take  a  pride  in  correctly-spelled 
manuscript,  the  subject  of  spelling  will  be  greatly  simplified.  For 
reviews  and  test  exercises  from  time  to  time  to  impress  unusual 
orthography  and  to  fasten  the  spelling  of  words,  not  frequently 
used  in  the  child's  written  work,  the  teacher  may  select  suit- 
able words  from  the  reading  and  geography  lessons.  These 
selected  words  should  be  assigned  the  pupils  as  tasks  in  learn- 
ing to  spell. 

Much  hard  work  will  be  required  to  secure  good  spelling. 

Reading : 

Two  Fourth  Readers,  Scribner's  Geographical  Reader,  and 
other  reading  matter  to  supplement  the  work  in  geography  ; 
also,  matter  to  supplement,  explain,  and  interest  the  child  in 
the  work  in  physiology  may  be  read. 

Read  no  supplementary  matter,  except  for  the  definite  pur- 
pose of  explaining  or  expanding  the  geography  work  or  the 
science  work  of  the  grade.  In  doing  this  supplementary  read- 
ing, the  children  must  be  trained  to  get  thought  from  the 
printed  page.  This  requires  especial  care  on  the  part  of  the 
teacher,  as  the  child  must  be  taught  to  work  economically  as 
well  as  intelligently.  Hitherto,  the  printed  page  has  been  to 
the  child  in  the  main  the  representation  in  words  of  that  which 
he  already  knew  ;  hereafter  the  printed  page  mifst  be  to  him  in 
the  main  a  source  of  information.  This  is  a  new  use  of  the 
book  which  tlie  child  now  can  learn  neither  too  soon  nor  too 
well.  Until  he  has  learned  this  use  of  the  book,  he  has  not 


26    . 

leamed  to  read,  no  matter  how  well  he  may  pronounce  aloud 
the  words  and  sentences  found  therein. 

The  Normal  Fourth  Reader  is  to  be  read  only  as  far  as  page 
209. 

FIFTH   YEAR. 

Composition — Oral  and  Written  : 

Continue  the  work  of  description,  narration  and  comparison. 
Let  much  work  be  done  in  reproducing  with  accuracy  and 
rapidity,  descriptions,  stories  and  comparisons  read  to  the 
children. 

In  addition  to  these  reproductions,  the  teacher  may  take 
other  subjects,  as  tableaux,  pictures,  subjects  from  the  pupils' 
lessons  in  geography  or  science,  and  train  the  pupils  to  make 
outlines,  or  name  the  parts  that  make  the  wholes,  till  the 
pupils  have  acquired  some  degree  of  strength  in  separating 
subjects  into  parts.  Then  pupils  should  be  trained  to  make 
short  compositions,  following  the  outlines  made. 

Accuracy,  both  of  construction  and  of  expression,  composition 
characterized  by  completeness  and  method,  as  well  as  by  correct 
verbal  expression,  is  the  product  at  first  to  be  sought  in  this 
grade.  The  compositions  should,  therefore,  be  short.  Work  for 
exact  representation  and  correct  diction  as  the  result  of  the  first 
effort,  so  that  the  habit  of  talking  or  writing  carelessly  at  first, 
if  it  has  been  acquired,  may  be  corrected.  Note-book  work  is 
sometimes  bad  because  of  this  pernicious  habit. 

In  all  this  work  help  the  child  to  the  composition  idiom 
that  his  vocabulary  lacks. 

Letter  forms  should  be  given,  and  should  include  the  con- 
ventional forms  of  invitations  and  responses. 

Composition  and  Grammatic  Idiom  : 

The  simple  sentence  may  be  considered ;  the  subject  and 
predicate  taught ;  the  base  or  foundation  of  each  discovered  ; 
the  influence  of  added  words  on  the  base  of  the  subject ;  on  the 
base  of  the  predicate ;  to  what  other  word  each  word  in  the 
sentence  relates  ;  its  influence  on  that  word. 

The  parts  of  speech  may  be  taught ;  the  forms  of  personal 


.  27 

pronouns  and  their  uses  in  the  simple  sentence ;  the  forms  of 
relative  pronouns,  and  their  uses  in  the  simplest  form  of  com- 
plex sentences  ;  the  three  forms  of  adjectives  and  adverbs,  and 
their  uses  in  the  simple  sentence. 

There  should  be  frequent  practice  in  the  use  of  irregular 
verbs.  (See  syllabus  of  language  work  for  this  grade.) 

Reading : 

The  Normal  Fourth  Reader  from  page  209,  completed.  The 
Franklin  Intermediate  Reader. 

Much  supplementary  matter  should  be  used,  but  in  all  cases 
it  should  be  such  as  will  lead  to  a  better  understanding  and  a 
broader  view  of  the  geography,  history  and  physiology  work 
of  the  grade.  The  supplementary  reading  should  be  done  in 
all  cases  for  a  specific  purpose.  The  children  should  be  taught 
how  to  read  for  this  purpose.  (See  what  is  said  on  this  subject 
in  Fourth  Grade  work.) 

Spelling  : 

In  addition  to  the  correct  spelling  of  all  words  used  in  written 
work,  the  teacher  may  make  a  selection  of  words  not  frequently 
used,  and  other  words  whose  spelling  requires  special  attention 
from  Merrill's  Word  and  Sentence  Book  to  page  65. 


SIXTH  YEAR. 

Composition — Oral  and  Written  : 

Continue  the  work  of  making  oral  and  written  compositions — 
descriptions,  narrations  and  comparisons.  L,et  the  subjects  be 
taken  from  the  geography  work,  the  physiology  and  the  history 
work  of  the  grade.  In  every  case  cause  an  outline  of  the  subject 
to  be  made  before  the  pupils  talk  or  write,  and  see  that  in 
talking  or  writing  they  follow  the  outline.  Lead  pupils  to  give 
the  selected  parts  of  the  subject  their  proportional  values  ;  that 
is,  lead  them  to  appreciate  the  value  of  making  their  composi- 
tions symmetrical. 

To  give  variety  to  the  exercises  from  time  to  time  the  pupils- 
may  write  reproductions  or  descriptions  of  pictures. 


28 


Letter-writing  should  be  continued,  including  formal  letters 
of  inquiry  and  application  and  replies. 

The  analysis  of  sentences  must  be  continued.  Sentences 
involving  all  the  uses  of  subordinate  clauses  are  to  be  a  specialty 
of  the  grade.  The  uses  of  clauses  are  nearly  identical  with 
those  of  nouns. 

Grammatic  Idiom : 

I/et  the  pupils  learn  the  different  kinds  of  nouns,  the  different 
forms  that  nouns  assume,  and  the  different  uses  of  nouns  in  the 
.-simple  sentence.  Complete  an  outline  like  the  following  : 

(  ( ordinary. 

Kinds  j™m™n     verbal/ 
1  proper      (abstract 


^Nouns. 


f  singular 
Forms  (plural 


ordinary, 
possessive, 
ordinary, 
possessive. 


subject. 

object  of  verb. 

object  of  preposition — better,  called  the  idea 

part  of  a  phrase  of  which  the  preposition 

is  the  relation  part. 

Uses  4  complement  or  attribute  (adjective), 
adjective  (appositive). 
adjective  without  change  of  form, 
adjective  by  change  of  form, 
adjective  (possessive  form), 
adverb. 


Stud}*-  pronouns,  adjectives  and  verbs  in  a  similar  way. 

The  pupil  should  be  able  to  make  an  outline  for  each  of  the 
above-named  parts  of  speech,  corresponding  to  that  given  for 
the  noun,  and  when  called  on  to  do  so  should  be  able  to  explain 
any  part  of  such  outline  giving  two  or  more  illustrations. 

Reading : 

The  New  Fifth  Reader.  Supplementary  reading  matter 
-should  in  all  cases  be  such  as  will  contribute  to  a  broader  view 
•of  the  geography  work  and  the  history  work  of  this  grade. 


29 

Read  to  know  more  of  people,  their  customs  and  habits  of  life  ; 
of  cities  and  their  distinguishing  characteristics  ;  of  sections  of 
countries  and  their  products.  Read  always  with  maps  before 
the  children,  and  make  constant  reference  to  these  maps. 

Read  "  The  Courtship  of  Miles  Standish  "  and  "'  Evangeline  " 
in  connection  with  the  history  work  of  the  grade. 

Read  to  know  more  of  historical  characters,  of  people  repre- 
sented by  historical  characters,  of  people  and  places  referred  to 
in  the  history  work  of  the  grade. 

Poems  and  anecdotes  having  relation  to  the  history  or  to  the 
geography  work  of  the  grade  may  be  read  aloud  with  much 
profit,  and  extracts,  "gems,"  selected  from  the  same  may  be 
preserved  in  writing  by  the  pupils  for  future  use. 

Spelling : 

As  in  the  work  of  previous  grades,  the  difficult  words  of  the 
various  lessons  should  be  selected  by  the  teacher  and  assigned 
the  pupils  as  special  work  in  spelling.  Especial  work  on  diffi- 
cult words  so  concenters  the  efforts  of  the  learner  on  spelling  in 
general  as  to  make  of  him  a  good  speller.  Use  also  Merrill's. 
Word  and  Sentence  Book  to  page  125. 


SEVENTH  YEAR. 

Composition— Oral  and  Written  : 

The  composition  of  this  grade  should  consist  chiefly  of  para- 
graphing to  be  applied  to  all  the  work  of  the  grade.  Train 
the  children  to  grasp  a  principle  that  may  be  expressed 
by  a  definition  or  a  rule  and  then  lead  them  to  express  the  prin- 
ciple, that  is  to  give  a  well  worded  concise  statement  of  the 
entire  thought  in  mind  ;  as,  '  'the  rate  of  profit  is  expressed  by  the 
quotient  obtained  by  dividing  the  profit  by  one  per  cent,  of  the 
cost." 

Much  good  paragraphing  may  be  done  in  the  technical  lan- 
guage work  ;  as  "a  sentence  having  one  or  more  subordinate 
clauses  is  called  a  complex  sentence. ' '  The  teacher  must  not 
accept  definitions  that  have  been  learned  as  products  in. 
paragraphing. 


30 

The  work  in  physics  offers  especially  good  opportunity  for 
-skillful  paragraphing. 

Geography  and  history  offer  the  most  prolific  and  at  the  same 
time  the  most  profitable  field  for  exercises  in  paragraph  making. 
At  the  beginning  of  the  year  the  paragraphs  will  be  short,  neces- 
sarily, consisting  sometimes  of  a  single  simple  or  complex  or 
compound  sentence.  The  children,  however,  will  grow  stronger 
in  seeing  larger  entireties  and  in  distinguishing  the  main  from 
the  dependent  facts  of  a  group  of  related  ideas  and  will  learn  to 
put  them  together  as  a  paragraph. 

In  writing  paragraphs  for  making  more  formal  compositionsi 
•especial  care  must  be  given  to  teach  structure,  a  proper  sequence 
and  a  pleasing  symmetry. 

For  variety,  poetry  may  be  transformed  to  prose.  A  careful 
selection  of  poems  to  be  transformed  will  be  required,  as  few 
poems  are  fitted  for  this  work.  Be  careful  to  secure  a  faithful 
reproduction  of  the  thought,  adding  nothing  to  and  omitting 
nothing  of  the  thought  of  the  poem  transformed.  Let  the  poem 
be  transformed  as  faithfully  as  a  paragraph  of  Latin  should  be 
translated,  remembering  that  the  work  is  done  for  the  cultiva- 
tion of  ability  to  express  faithfully  and  elegantly  the  exact 
thought  of  the  author.  At  first  pupils  will  require  much  help 
from  the  teacher.  This  work  will  require  much  attention  to 
the  choice  of  words,  as  well  as  to  the  choice  of  idioms. 

Letter-writing  should  be  continued,  including  letters  of  con- 
gratulation and  of  regret  and  sympathy,  also  various  forms  of 
business  letters. 

Analysis  of  sentences  must  be  continued.  The  work  should 
involve  a  well  expressed  analysis  of  any  prose  sentence  that  may 
l)e  placed  before  the  child. 

Grammatic  Idiom : 

Study  all  the  parts  of  speech,  making  an  outline  for  each, 
omitting  sources. 

See  outline  of  the  noun  in  the  sixth  grade  work.  Study  also 
the  following  outline : 


31 


Verbs. 


Kinds 


f  according  to  use 


according  to  form 


transitive, 
intransitive, 
regular, 
irregular. 


(  infinitive. 

oresent     I ordinarv- 
Forms  <  J  (  third  person  singular. 

present  participle. 
[  past  participle. 


predicate  base 


Use 


as  noun 


Give  all 
uses  as 
noun. 


as  adjective, 
as  adverb. 


Give  special  drill 

(a)  In  the  use  of  collective  nouns  ; 

(b)  In  the  use  of  nouns  having  plural  forms  only  ; 

(c)  In  the  use  of  nouns  having  the  same  form  for  both 

singular  and  plural ; 

(d)  In  the  use  of  personal  pronouns, 

1st,  In  compound  subjects  ; 
2d,  In  compound  predicate-nominatives  ; 
3d,  In  compound  objects,  both  after  verbs  and  after 
prepositions. 

Teach  the  uses  of  the  comma  in  a  succession  of  particulars, 
and  with  an  appositive ;  also  the  most  common  use  of  the 
semicolon. 

Use  Kerl's  Language  Lessons. 

Heading : 

Normal  Fifth  Reader. 

Select  supplementary  reading  matter  to  explain  and  broaden 
the  work  in  history  especially.  Some  of  this,  as  poems  and 


32 

short  descriptions,  may  be  read  aloud,  from  which  represen- 
tative passages,  ' '  gems, ' '  may  be  selected  by  the  pupil  to  be 
preserved  for  future  use.  The  pupil  should  in  all  cases  select 
for  himself  such  representative  passages  after  a  careful  reading 
of  the  poem  or  article  in  which  the  passages  are  found. 

Spelling : 

All  written  work  should  be  absolutely  correct  in  this  particular. 
For  emphasis  on  important  selected  words,  Merrill's  Word  and 
Sentence  Book  may  be  used. 


EIGHTH  YEAR. 

Composition — Oral  and  Written : 

The  subjects  for  composition  should  be  taken  chiefly  from  the 
work  of  the  grade,  physiology  affording  excellent  themes  for 
description,  and  history  affording  excellent  themes  for  narration, 
and  especially  for  comparison  and  contrast. 

The  pupils  should  be  exercised  in  making  brief  but  well 
worded  and  connected  abstracts  of  chapters  or  articles  read  in 
the  supplementary  work  of  history  and  physical  geography.  The 
children  should  be  expected  to  show  how  well  they  have 
heard  and  understood  by  expressing  themselves,  in  short,  well- 
arranged,  well- worded  paragraphs. 

Cultivate  the  ability  to  make  a  brief  abstract  correct  at  first 
writing  after  once  reading  or  once  hearing  a  short  article. 

The  pupils  of  this  grade  should  be  led  to  see  that  composition 
is  embraced  under  two  heads,  structure  and  style,  and  that  the 
more  important  of  these  is  structure.  They  should  be  made  to 
see  the  importance  of  selection  (a  topical  view)  ;  of  method  (a 
proper  order  of  the  selected  topics)  ;  of  symmetry  (a  proper 
emphasis  of  the  selected  topics)  ;  of  unity  (a  proper  continuity  of 
purpose  in  the  effort  of  speaking  or  writing). 

Invention : 

Transform  the  poem  "  Lilly's  Ball,"  making  good  prose  of  it,. 


33 

neither  omitting  anything  of  nor  adding  anything  to  the  thought 
of  the  poem. 

Invent  at  least  three  other  prose  stories,  with  birds,  insects, 
the  smaller  mammals,  vegetables,  forest  trees,  gems  or  the  indi- 
viduals of  some  other  group  of  natural  objects  as  actors. 

Pupils  should  be  taught  the  use  of  the  simile,  the  metaphor, 
the  comparison  ;  the  use  of  quotation  for  embellishment  and  em- 
phasis ;  the  use  of  description  for  the  embellishment  of  narration, 
and  the  use  of  climax,  or  sequential  order,  in  the  presentation 
of  particulars. 

1.  Make  in  simple  narration  of  facts  a  story  based  on  a  series  of 
pictures,  setting  forth  the  facts.     This  first  draft  of  the  compo- 
sition will  be  short,  naturally. 

2.  Rewrite  this  story,  introducing  brief  descriptions  of  per- 
sons and  other  important  objects. 

3.  Rewrite  it,  introducing  appropriate  "  simile."    The  pupils 
must  work  to  get  similes  that  are  appropriate. 

4.  Rewrite  it,   introducing  metaphor,   retaining  the  simile 
as  far  as  may  be  done. 

5.  Rewrite  it,  introducing  quotations  for  embellishment  or  ex- 
planation or  for  both. 

6.  Rewrite  it,  making  an  introduction  and  a  conclusion. 

The  style  of  speaking  and  writing  will  be  improved  by  a 
proper  study  of  the  composition  and  grammatic  idiom  hereafter 
enumerated. 

The  pupils  must  be  able  to  analyze  any  sentence  in  prose 
or  verse  that  may  be  placed  before  them. 

Composition  and  Grammatic  Idiom : ' 

Study 

1.  All  the  uses  of  the  present  participle.     Give  practice  in  the 
use  of  the  present  participle  in  abridging  incorrect  compound 
sentences. 

2.  All  the  uses  of  the  perfect  participle.     Give  the  pupils 
practice  in  the  use  of  the  perfect  participle  for  abridgment. 

3.  All  the  uses  of  the  infinitive. 

4.  All  the  uses  of  the  subordinate  clause. 


34 

5.  Each  part  of  speech  according  to  the  following  outline  : 

Kinds       {    ? 


r  ,  I TT  i      -.       (Expand  each  topic  in 

The  part  of  speech  under        jUses         ]    ?  this  outline.) 

consideration. 

Practical  applications  f 

or  <    ? 

errors  to  be  avoided    (_ 

See  outline  of  the  nouns  in  the  sixth  grade  work.     See  also 
the  following  outline  of  sources  of  nouns  : 

Original. 

(  connectives. 
Sources    \ 

Derived  from 


(_  other  nouns. 

•  In  the  study  of  sources  under  each  part  of  speech,  the  Word 
Analysis  prescribed  for  the  grade  may  be  used.  This  work 
need  not  include  more  than  twenty  roots  from  each  of 
which  many  of  our  words  are  derived,  but  should  be  thorough 
in  giving  the  common  suffixes  and  prefixes. 

Teach  the  uses  of  the  colon,  the  semicolon,  and  the  comma 
as  found  in  ordinary  composition. 

Beading : 

The  reading  of  Whittier's  "Snow  Bound  "  and  of  Irving' s 
"  legend  of  Sleepy  Hollow  "  is  prescribed  for  the  grade  work. 

The  reading  necessary  for  the  development  of  the  work  in 
history  and  physical  geography  will  constitute  the  rest  of  the 
work  in  this  branch.  This  includes  works  of  fiction.  Some  of 
this,  as  spirited  narratives,  interesting  descriptions  in  prose  or 
verse,  should  be  read  aloud,  from  which  representative  or 
beautiful  passages  should  be  selected  and  preserved  for  em- 
bellishment and  explanation  in  compositions  to  be  written 
through  the  year. 


Number. 


FIRST  YEAR. 

(See  Teachers'  Manual  in  pamphlet  form.) 

SECOND  YEAR. 

(See  Teachers'  Manual  in  pamphlet  form.) 

THIRD  YEAR. 

(See  Teachers'  Manual  in  pamphlet  form.) 

FOURTH  YEAR. 

Continue  the  work  of  addition,  multiplication,  subtraction 
and  division,  using  denominate  numbers  and  abstract  numbers. 
Use  such  simple  and  compound  denominate  numbers  as  relate 
to  ordinary  domestic  and  business  life.  Use  only  small  ab- 
stract numbers,  but  train  the  children  to  work  accurately  and 
rapidly  with  them. 

Pupils  should  be  expected  to  add  small  numbers  involving 
those  fractions  only  whose  terms  are  small,  numbers,  that  is, 
fractions  whose  common  denominators  can  be  seen  readily. 

In  subtraction,  fractions  may  be  used  in  the  subtrahend  or  in 
the  minuend,  never  in  both. 

In  multiplication,  fractions  may  be  used  in  the  multiplicand 
or  in  the  multiplier,  never  in  both. 

Abstract  fractions  should  be  used  sparingly  in  this  grade  ; 
the  pupils  should  be  made  to  consider  fractional  parts  of 
things  chiefly,  things  with  which  they  are  familiar. 

Pupils  should  be  exercised  in  getting  parts  of  large  numbers 
involving  fractions  in  the  results  and  in  partial  results.  Prob- 
lems should  be  given  involving  fractions  in  their  partial  re- 
sults, the  fraction  in  every  case  being  easily  understood. 


36 

Whole  numbers  applied  to  things  may  be  measured  by  frac- 
tional parts  of  like  things. 

Tenths  and  hundredths  expressed  decimally  should  be  used 
first  in  addition  and  subtraction,  then  as  multiplicands  and 
dividends  with  whole  numbers  for  multipliers  and  divisors. 
After  this  work  tenths  may  be  employed  as  multipliers  and 
divisors  of  whole  numbers. 

Much  work  should  be  given  involving  the  use  of  the  table 
of  dollars  and  cents. 

Pupils  should  be  expected  to  do  accurate  work  at  all  times. 
After  learning  to  do  accurate  work,  they  may  be  trained  ta 
work  rapidly. 

Mental  exercises  should  constitute  a  part  of  every  recitation, 
in  which  children  should  be  required  frequently  to  make  their 
own  problems  and  to  solve  the  same  in  the  hearing  of  the  class. 
The  language  of  the  pupil  should  be  carefully  guarded  and  cor- 
rected in  all  this  work. 

Multipliers  need  never  exceed  numbers  occupying  three 
places  ;  divisors  need  not  exceed  numbers  occupying  two  places. 

The  time  of  the  recitation  should  be  given  chiefly  to  the 
development  of  principles,  and  to  ascertaining  their  applications. 
Class  practice  should  be  restricted  to  the  use  of  small  numbers 
that  the  learner  may  give  his  whole  attention  to  mastering 
principles  and  their  practical  applications,  and  to  acquiring  the 
ability  to  see  quickly  the  relations  of  numbers  in  problematic 
statements. 

It  is  best  to  restrict  the  recitation  time  given  to  the  solution 
of  problems  that  can  be  solved  without  the  use  of  the  pencil. 
These  should  be  varied  that  the  minds  of  the  children  may  be 
kept  active.  They  should  be  made  more  and  more  complicated 
that  the  children  may  learn  to  see  relations  of  quantities  and 
numbers  that  are  very  much  involved.  Such  work  should 
prepare  the  pupils  to  do  the  examples  found  in  the  book  as  seat 
work.  Practice  with  large  numbers  should  be  expected  of  the 
pupils  as  seat  work.  This  latter  practice  must  not  be  neglected 
in  which  the  pupil  must  be  held  accountable  for  correct  results. 

For  practice  exercises  the  pupils  may  use  the  Elementary 
Arithmetic. 

The  ability  of  the  pupils  to  solve  the  problems  of  the  book 


without  help,  is  the  measure  of  the  efficiency  of  the  class  or 
recitation  work.  The  children  should  receive  no  help  in  their 
efforts  to  understand  the  problems  assigned  them  for  seat  work. 
The  Intellectual  Arithmetic  may  be  used  by  the  pupils.  This 
book  should  be  in  the  hands  of  pupils  only  during  the  time  of 
recitation.  The  book  should  be  closed  frequently  by  all  the 
pupils  except  the  one  who  is  asked  to  read  the  problem  to  be 
solved.  At  other  times  the  pupils  may  read  problems  and  solve 
them,  as  they  are  called  upon  miscellaneously  by  the  teacher. 
This  is  not  a  book  to  be  studied. 


FIFTH  YEAR. 

The  pupils  of  this  grade  are  expected  to  master  fractions, 

common  and  decimal.     At  first  consider  only  fractions  of  things, 

and  for  four  months,  at  least,  use  those  fractions  only  whose 

.  terms  are  small  numbers,  that  is,  use  those  fractions  only  whose 

common  unit  the  children  can  see  or  determine  by  inspection. 

The  work  from  the  beginning  should  involve  the  solution  of 
problems. 

If  small  whole  numbers  be  multiplied  by  fractions  until  the 
pupils  see  that  to  multiply  by  a  fraction  is  to  take  a  part  of  a 
number,  the  multiplication  of  a  fraction  by  a  fraction  may  be 
easily  understood,  and  children  will  appreciate  that  multiplying 
by  a  fraction  is,  in  fact,  dividing  or  taking  one  or  more  parts. 

If  small  whole  numbers  be  measured  by  fractions,  children 
may  be  led  to  measure  fractions  by  fractions,  and  will  appreci- 
ate that  dividing  by  a  fraction  is  measuring  and  not  separating. 

During  the  progress  of  this  preliminary  work  the  pupils 
will  do  better  work  without  books.  It  is  desirable  to  give 
variety  to  the  work  of  every  recitation.  Variety  does  not  con- 
fuse the  pupil  who  understands  the  reason  for  what  he  does. 

Later  in  the  year  numbers  may  be  factored  ;  common  denomi- 
nators may  be  obtained  by  means  of  factors,  and  operations 
with  more  difficult  fractions  may  be  made. 

The  Elementary  Arithmetic  may  be  used  for  seat  work  and 
test  exercises. 

Exercises  supplementing  this  work  may  be  taken  from  the 


38 

Intellectual  Arithmetic.  For  the  use  of  this  book,  see  directions 
given  in  the  fourth  grade. 

The  relation  between  decimal  and  common  fractionst  should 
be  made  clear  to  the  pupils  by  changing  one  to  the  other,  using 
such  fractions  only  as  can  be  changed  without  -use  of  slate  and 
pencil. 

Children  should  be  able  to  see  the  sum  of  %,  .5,  and  ^,  or 
.75,  #,  and  #,  as  readily  as  they  will  see  the  sum  of  ^,  %, 
and  1/3,  or  ^  and  %  and  }4. 

The  time  of  the  recitation  should  be  given  chiefly  to  the 
development  of  principles,  and  to  ascertaining  their  applications. 
Class  practice  should  be  restricted  to  the  use  of  small  numbers 
that  the  learner  may  give  his  whole  attention  to  mastering 
principles  and  their  practical  applications.  Practice  with  large 
numbers  should  be  expected  of  the  pupils  as  seat  work.  This 
latter  practice  must  not  be  neglected  in  which  the  pupil  must 
be  held  accountable  for  correct  results. 

It  is  best  to  restrict  the  recitation  time  given  to  the  solution 
of  problems  that  can  be  solved  without  the  use  of  the 
pencil.  These  should  be  varied  that  the  minds  of  the 
children  may  be  kept  active.  They  should  be  made  more 
and  more  complicated  that  the  children  may  learn  to  see 
relations  of  quantities  and  numbers  that  are  very  much  involved. 
Such  work  should  prepare  the  pupils  to  do  the  examples  found 
in  the  book  as  seat  work.  The  ability  of  the  pupils  to  solve 
the  problems  of  the  book  without  help,  is  the  measure  of  the 
efficiency  of  the  class  or  recitation  work.  The  children  should 
receive  no  help  in  their  efforts  to  understand  the  problems 
assigned  them  for  seat  work. 


SIXTH  YEAR. 

The  work  of  this  year  is  chiefly  with  compound  denominate 
numbers.  The  work  will  be  simplified  and  lightened  by  using 
numbers  applied  to  things  that  the  pupils  thoroughly  under- 
stand and  know  about,  and,  when  possible,  things  that  can  be 
seen  and  weighed  or  measured  in  the  school-room,  and  by 
using  small  numbers,  particularly  the  first  half  of  the  year. 


39 

In  the  application  of  the  above  remark  the  teacher  will  find  it 
desirable  to  ignore  many  denominations,  as  ;  gills,  drachms, 
quarters,  hundredweight,  and  some  entire  tables,  as  cloth 
measure,  etc.  It  is  not  desirable  to  teach  pupils  of  this  grade 
the  metric  system  of  weights  and  measures. 

Pupils  should  be  made  intelligent  by  the  study  of  relations  and 
by  computations  made  after  actual  measurement,  particularly 
in  long  measure,  square  measure,  cubic  measure  and  board 
measure.  Pupils  will  be  aided  in  seeing  relations  by  giving 
them  examples  involving  purchasing  in  higher  denominations 
and  selling  in  lower  denominations  and  fractional  parts  thereof; 
examples  in  buying  fractional  parts  of  higher  denominations  and 
selling  in  lower  denominations  and  fractional  parts  thereof ;  ex- 
amples calling  for  actual  measurement,  as  carpeting,  papering, 
fencing,  paving,  and  the  like,  involving  the  application  of  a 
definite  unit  of  measurement. 

It  is  not  desirable  to  teach  exhaustively  one  table  and  the 
work  belonging  to  it  before  going  to  another.  It  is  not  wise  for 
instance  to  postpone  the  teaching  of  cubic  measure  to  the  last 
of  the  year  or  until  all  other  subjects  have  been  thoroughly 
mastered. 

Pupils  must  see  that  matter  (things)  about  which  they  learn 
occupies  space  and  has  weight,  must  see  the  necessity  for 
standards  of  measurement,  and  must  be  made  to  understand  the 
unit  by  which  the  value  (amount)  of  each  quality  of  the  object 
is  determined. 

Pupils  should  be  practiced  in  estimating  values  of  all  kinds 
by  comparison  with  other  values  of  like  kind,  and  then  with  the 
standard  unit  of  measurement  or  estimation.  This  will  cultivate 
judgment  and  lead  to  the  exercise  of  care  in  deciding. 

Pupils  must  be  able  to  show  by  diagram,  in  cases  where  it  is 
possible  to  do  it,  the  number  of  standard  units  contained  in 
specified  distances,  surfaces  and  volumes.  This  amount  of  rep- 
resentation is  necessary  to  show  a  full  and  correct  understanding 
of  the  subject  (this  applies  in  an  especial  manner  to  the  meas- 
uring of  lumber  and  timber,  of  wood  and  of  stone). 

In  doing  the  practical  work  in  the  application  of  denominate 
numbers  excellent  opportunity  is  given  for  the  best  possible 
review  of  fractions.  The  child  who  forgets  fractions  while 


40 

learning  denominate  numbers  is  not  working  to  the  best  advan- 
tage. 

Pupils  are  aided  in  their  grasp  of  denominate  numbers  by 
doing  much  w6rk  in  seeing  the  relation  of  one  quantitjr  to 
another  expressed  in  different  denominations  of  the  same  table, 
and  then  in  expressing  such  relation  fractionally.  For  instance, 
What  part  of  a  gallon  is  one-half  of  a  pint  ?  What  part  of  a 
bushel  and  a  half  are  two  and  a  half  quarts  ?  How  many  times 
will  a  block  two  inches  wide,  four  inches  long  and  three  inches 
high,  contain  the  half  of  an  inch  cube?  How  many  times  will 
it  contain  a  half  inch  cube  ?  etc. ,  etc. 

The  time  of  the  recitation  should  be  given  chiefly  to  the  de- 
velopment of  principles,  and  to  ascertaining  their  applications. 
Class  practice  should  be  restricted  to  the  use  of  small  numbers 
that  the  learner  may  give  his  whole  attention  to  mastering 
principles  and  their  practical  applications. 

It  is  best  to  restrict  the  recitation  time  to  the  solution 
of  problems  that  can  be  solved  without  the  use  of  the  pencil. 
These  should  be  varied  that  the  minds  of  the  children  may 
be  kept  active.  They  should  be  made  more  and  more  com- 
plicated that  the  children  may  learn  to  see  relations  of  quan- 
tities and  numbers  that  are  very  much  involved.  Such  work 
should  prepare  the  pupils  to  do  the  examples  found  in  the 
book  as  seat  work. 

Practice  with  large  numbers  should  be  expected  of  the  pupils 
as  seat  work.  This  latter  practice  must  not  be  neglected  in 
which  the  pupils  must  be  held  accountable  for  correct  results. 

The  ability  of  the  pupils  to  solve  the  problems  of  the  book 
without  help,  is  the  measure  of  the  efficiency  of  the  class  or 
recitation  work.  The  children  should  receive  no  help  in  their 
efforts  to  understand  the  problems  assigned  them  for  seat  work. 

Pupils  are  expected  to  be  able  to  get  the  areas  of  triangles 
whose  heights  and  bases  are  known,  and  of  parallelograms 
whose  heights  and  bases  are  known  and  to  prove  the  same  by 
geometry. 

They  should  be  taught  to  estimate  the  surfaces  of  cubes  and 
how  to  get  areas  of  circles,  and  should  be  expected  to  get  areas 
of  the  convex  surfaces  of  cones  and  of  prisms. 


41 

The  National  Arithmetic  may  be  used  for  seat  work  and  test 
•examples. 

Exercises  supplementing  this  work  may  be  taken  from  the 
Intellectual  Arithmetic.  For  the  use  of  this  book,  see  directions 
given  in  the  fourth  year  work. 


SEVENTH  YEAR. 

Percentage  and  its  applications.  The  National  Arithmetic 
to  be  used  by  the  pupils. 

Exercises  supplementing  this  work  may  be  taken  from  the 
Intellectual  Arithmetic.  For  the  use  of  this  book,  see  direc- 
tions given  in  the  fourth  year  work. 

Make  an  outline  of  percentage,  showing  the  relations  of  the 
applications  of  percentage  to  Percentage  proper. 

TABULAR    VIEW. 


Percentage  

base  

rate. 

percentage  . 

Profit  and  Loss 

buying  price 

rate 

profit  or  loss 

selling  price 

"Commission.... 

amount  of 
transactions 

rate. 

commission. 

proceeds  .  — 

rate. 

commission. 

amount  of., 
transactions 

Taxes  

valuation 

rate 

tax  

Duties  

value  

rate. 

dutv  

new  value- 

Interest  

principle.  ... 

rate. 

interest  

amount  

time 

Insurance  

amount  in- 
sured   

rate. 

time 

L,et  pupils  be  trained  to  give  concise  statements  involving 
both  definitions  and  directions  for  obtaining  ;  as,  "  the  rate  of 
commission  is  the  quotient  of  the  commission  by  the  commission 
at  one  per  cent. , ' '  etc.  Distinguish  between  a  statement  and  a 
rule.  Pupils  should  be  able  to  give  both,  but  should  not  be 
•allowed  to  give  one  when  asked  to  give  the  other. 


42 

Teach  Ratio  and  Simple  Proportion.  Avoid  complex  work, 
I/et  pupils  be  able  to  analyze  any  example  which  they  may 
solve  by  proportion,  noting  the  philosophy  and  value  of  the 
shorter  way  of  working  involving  cancellation. 

In  the  application  of  percentage  to  the  business  of  life  excel- 
lent opportunity  is  offered  for  a  practical  and  profitable  review 
of  fractions  and  of  denominate  numbers.  The  child  who  in  learn- 
ing percentage,  has  lost  his  knowledge  of  fractions  and  de- 
nominate numbers,  has  largely  failed  in  his  work.  Much  good 
work  may  be  done  by  applying  percentage  to  fractional  num- 
bers ;  as,  what  per  cent,  of  4^  is  yb  ?  etc. ,  etc.  In  a  corres- 
ponding way,  good  work  may  be  done  by  applying  percentage 
to  denominate  numbers. 

The  time  of  the  recitation  should  be  given  chiefly  to  the  de- 
velopment of  principles,  and  to  ascertaining  their  applications. 
'Class  practice  should  be  restricted  to  the  use  of  small  numbers 
that  the  learner  may  give  his  whole  attention  to  mastering 
principles  and  their  practical  applications. 

It  is  best  to  restrict  the  recitation  time  to  the  solution 
of  problems  that  can  be  solved  without  the  use  of  the  penciL 
These  should  be  varied  that  the  minds  of  the  children  may 
be  kept  active.  They  should  be  made  more  and  more  com- 
plicated that  the  children  may  learn  to  see  relations  of  quan- 
tities and  numbers  that  are  very  much  involved.  Such  work 
should  prepare  the  pupils  to  do  the  examples  found  in  the  book 
as  seat  work. 

Practice  with  large  numbers  should  be  expected  of  the  pupils 
as  seat  work.  This  latter  practice  must  not  be  neglected  in 
which  the  pupils  must  be  held  accountable  for  correct  results. 

The  ability  of  the  pupils  to  solve  the  problems  of  the  book 
without  help,  is  the  measure  of  the  efficiency  of  the  class  or 
recitation  work.  The  children  should  receive  no  help  in  their 
efforts  to  understand  the  problems  assigned  them  for  seat  work. 


43 
EIGHTH  YEAR. 

1.  Review  the  entire  subject  of  numbers.     By  this  review  the 
pupils  should  be  made  to  see  the  fundamental  principles  un- 
derlying all  operations  in  numbers.     While  doing  this  work, 
a  systematic  training  in  mental  arithmetic  should  be  given. 
This  may  be  had  by  using  the  Intellectual  Arithmetic.     This 
book  should  be  in  the  hands  of  the  pupils  only  at  the  time  of 
recitation. 

2.  A  careful  review  of  the  business  applications  of  percentage 
should  be  given.      The  ordinary  business  forms  should  be 
taught,  including  business  letters.    Difficult  puzzling  examples 
should  be  avoided. 

3.  Study  powers  and  roots. 

4.  Study  mensuration. 

The  work  found  in  the  book  on  the  subject  of  mensuration 
should  be  made  objective  wherever  it  is  possible  to  do  so. 
The  teacher  is  asked  to  consult  an  elementary  geometry 
before  beginning  this  work  ;  care  must  be  taken  to  give 
pupils  correct  ideas  of  what  they  try  to  learn.  Inventional 
Geometry,  by  Wm.  George  Spencer,  is  furnished  the 
teacher  as  a  companion  book  while  giving  this  work. 

5.  Let  the  pupils  solve  by  analysis  all  the  examples  on  pages 
305  and  306  before  attempting  to  state  them  by  proportion. 

6.  I^et  pupils  perform  the  test  examples  found  on  pages  329 
and  338  in  the  school-room  without  help,  but  not  in  time  of 
recitation.  The  time  of  recitation  can  be  used  much  more  profit- 
able than  in  solving  and  explaining  difficult   problems. 


ALGEBRA. 

Wentworth's  Elements,  of  Algebra  through  chapter  VIII, 
omitting  case  II,  page  118. 

Suggestion  :  It  is  believed  that  the  teacher  will  find  it 
profitable  to  give  a  general  idea  of  an  equation  and  its 
use,  having  the  pupils  learn  the  axioms  involved  in  making 


44 

•changes  in  the  equation,  and  having  them  solve  many  of 
the  problems  beginning  on  page  69  of  Wentworth  ;  also  those 
found  in  the  early  pages  of  Davies's  and  Sensenig's  Algebras 
before  taking  up  the  work  of  Wentworth  by  course.  The 
teacher  is  advised  also  to  examine  Sensenig's  Algebra  (to  be 
found  on  his  desk)  for  suggestions  respecting  other  elementary 
and  preparatory  work  before  taking  up  Wentworth  by  course. 

NOTE. — The  Rules  provide  that  two  years  may  be  allowed  for  complet- 
ing the  studies  of  this  Grade,  each  class  is  to  be  divided  into  two  sections 
— First  Section  and  Second  Section — the  less  advanced  to  be  designated 
the  First  Section  and  the  more  advanced  the  Second  Section. 


45 


Geography. 


THIRD    YEAR. 

A.    Physical  Geography. 

(For  explanations  of  suggestion  and  experiments,  see   Ap- 
pendix to  this  work.) 

I. 
Air: 

1 .  Some  of  its  properties  : 

(a)  It  is  tasteless  ; 

(b)  It  can  not  be  seen  ; 

(c)  It  is  transparent  ; 

(d)  It  can  be  felt  ; 

(e)  When  heated,  it  rises. 

II. 
Vapor  : 

1.  Evaporation  and  condensation  : 

(a)  Give   many  illustrations   of  the   "drying"  that  is 

constantly  going  on  from  every  moist  surface  ; 

(b)  Show  that  heat  changes  water  into  vapor  ; 

(c)  Show  that  the  coolness  of  the  air  changes  its  vapor 

to  water-dust ; 

(d)  Show  that  warm  air  changes  water-dust  into  vapor; 

(e)  Show  that  the  air  is  full  of  moisture. 

2.  Sources  of  vapor  : 

(a)  Water  changed  to  vapor  by  artificial  heat ; 

(b)  Water  changed  to  vapor  by  the  heat  of  the  sun  ; 

from    brooks,    rivers,  lakes,    etc.;    from  streets,, 
grass,  trees,  etc.;  from  every  wet  surface. 


40 

•3.  Different  forms  of  vapor  : 
(a)  Dew :  Show 

(1)  That  vapor  in   air  is  changed   to   water   by 

chilling  the  air ; 

(2)  That  cold  grass,  leaves,  etc.,  at  night,  chill 

the  air  near  them,  changing  its  vapor  into 
water-dust ; 

(3)  That  dew  is  more  noticeable  on  certain  nights 

than  on  others, 
(by  Frost  : 

The  frozen  dew  on  grass,  leaves,  etc. 

(c)  Clouds  :  Show 

(1)  That  the  air  is  full  of  vapor  ; 

(2)  That  contact  with  cold  air  changes  the  vapor 

to  water-dust  that  floats  in  the  air  in  dif- 
ferent and  changing  forms. 

(d)  Rain  : 

Show  that  by  the  uniting  of  the  floating  drops  of 
water  or  water-dust,  larger  drops,  too  heavy 
to  float,  are  formed. 

(e)  Hail : 

Frozen  rain. 

(f )  Snow  : 

Frozen  water-dust. 

(g)  Sleet : 

Snow-flakes  partly  melted  by  warm  wind, 
(h)  Fog,  Mist,  etc.: 

Changes  of  weather  noted  each  day  ;  changes  in 
length  of  days  noted ;  changes  in  length  of 
shadows  ;  direction  of  wind,  etc.,  etc. 

3B.  Map  Making  and  Beading- : 

1.  Develop  the  idea  of  relative  size  ;  train  pupils  to  estimate 

distances  ;  train  them  in  the  use  of  common  terms 
of  measurement. 

2.  Develop,  by  means  of  objects,  ideas  of 

(a)  Relative  position.     Use  terms  up,  down  ;  right,  left ; 

back,  front,  etc. 

(b)  Absolute  direction.     Use  the  term  east,  west,   north, 

south.   Teach  cardinal  points.    Show  the  compass. 


47 

3.  Maps : 

(a)  Draw  maps  of  the  teacher's  desk  or  of  the  pupil's 

desk  in  varying  scales,  giving  much  practice  in 
representing  the  relative  positions  of  objects.  L,et 
the  pictures  at  first  be  drawn  on  paper  or  on  slates 
and  placed  on  the  floor  or  desks,  with  north  lines 
towards  the  north,  etc.  Then  hang  on  wall,  north 
at  the  top,  on  the  north  side  of  the  room  ;  after, 
wards  on  the  other  sides. 

(b)  Draw  maps  of  the  school-room  with  objects  located  ; 

of  the  school-room  with  added  halls,  etc. 

{c)  Draw  plan  of  school  building  with  added  yard,  etc.; 
of  the  school  building  with  street  and  adjoining 
buildings. 

i(d)  Draw  maps  representing  all  additions  to  the  maps 
already  drawn  ;  to  represent  all  parts  of  the  city 
studied  ;  any  portion  of  the  country  visited  and 
studied  ;  to  represent  what  is  seen  in  pictures  or 
in  relief  or  sand  maps. 

,(e)  During  the  course,  pupils  should  be  led  to  devise 
ways  of  representing  on  maps,  railway  lines, 
steam,  horse,  electric ;  rivers,  bridges,  small 
streams,  canals,  boundaries ;  in  fact,  all  facts 
usually  found  on  city  maps. 

(f )  Give  much  practice  in  Reading  Maps, 

.  Places  to  be  Studied : 

1.  School  Building : 

Material  used  in  building  ;  sources  of  material — how 
made  ;  people  who  made  it ;  its  purpose  ;  location  ; 
government ;  by  whom  owned. 

2.  Block  in  which  school  building  is  situated  : 

(a)  Surroundings,  trees,   lamps,  streets,  pavements,  let- 

ter boxes,  parking,  etc. 

(b)  Bounding  of  the  block  ;  direction  of  streets  and  the 

slope. 

(c)  Maps  in  sand  and  on  paper,  showing  as  many  of  the 

discovered  facts  as  possible. 


48 

3.  Adjacent  blocks — Neighborhood  : 

Study  a  sufficient  number  of  blocks  to  show  the  plan: 
of  the  city. 

(a)  Location  and  names  of  important  buildings,  parks, 

circles,  statues,  streets,  car  lines. 

(b)  Let  the  map-making  keep  pace  with  the  observation 

lessons.  Give  much  practice  in  showing  relative 
position  of  places  and  direction  of  places. 

4.  Other  parts  of  the  city  to  be  studied  : 

White  House.  Treasury  Department. 

State  Department.        Bureau  of  Engraving  and 
Pension  Office.  Printing. 

Patent  Office.  Agricultural  Department. 

Smithsonian.  Monument. 

Navy  Yard.  Museum. 

Capitol. 

(a)  Study  the  places  with  reference  to  locations,  and  rela- 

tive positions. 

(b)  Briefly  study  what  is  done  in  these  buildings,  and 

learn  a  few  important  facts  about  them.  Use 
many  pictures  in  this  work.  Use  the  map  con- 
stantly. 

5.  The  city  as  a  whole  : 

(a)  Its  location — advantages. 

(b)  Plan  of  the  city — four  divisions  ;    the   Capitol  the 

geographical  center  ;  the  business  center. 

(c)  In  this  work,    do  much   map  reading.      Discover 

horse-car  lines,  steam  railroad  lines,  depots, 
schools,  parks,  well-known  hotels,  business 
houses,  etc. 

(d)  History — for  whom  named,  etc. 

6.  A  section  outside  of  the  city   (to  be  visited  by  the  chil- 

dren) : 

(a)  Study  physical  features — hill,  valley,  ravine,  plain, 

creek,  river.  Observe  the  action  of  water  with 
reference  to  the  drainage  of  the  section  studied. 
Apply  to  drainage  of  larger  sections. 

(b)  Mold  in  sand  and  draw  on  paper,  discovering  ways 

of  representing  facts  observed. 


49 

7.  Places  near  the  city  and  bounding  the  city  (to  be  visited 
by  the  children): 

(a)  Rock  creek. 

(b)  Potomac  river : 

(1)  Bridges. 

(2)  Bandings — wharf. 

(3)  Kinds  of  business  on  water  front. 

(4)  Whence  comes  its  water  ? 

(5)  In  what  direction  is  its  flowing  ? 

(c)  Arlington,  Soldiers'  Home,  Meridian  Hill,  Suburban 

Towns.     Use  maps  and  pictures.     Read  maps  of 
the  District  of  Columbia. 

1).  How  People  Live  : 

(a)  Buildings — Dwellings  : 

Home  life  under  different  conditions,  such 
as  nationality,  classes.  Home  interiors, 
schools,  churches. 

Stores — Kinds  : 

Such  as  dry  goods,  clothing,  hardware,  fur- 
niture, grocery,  provision,  fuel,  markets. 

Where  articles  are  procured — source,  how 
brought  to  the  city,  how  delivered  to  con- 
sumers, etc. 

Why  are  stores  grouped  centrally  ? 

(b)  Occupations  of  the  people  : 

(1)  Means  of  transportation  : 

People  :   Cars — horse,    electric,  cable,  car- 
riages, cabs,  etc. 
Merchandise  :  Wagons,  cars,  boats,  etc. 

(2)  Means  of  communication  : 

Messengers, 
letters  : — Study  postal  system — letter  boxes. 

carriers,  post  offices,  stamps,  etc. 
Telephone — Telegraph  : 

Wires,  poles,  central  offices. 


50 

(3)  Means  of  lighting  houses  and  city  : 

L,amps. 

Gas — system   of  pipes   under  city — where 

made,  etc. 
Electric  lamps — wire,  power  house. 

(4)  Water  of  the  city  : 

Trace  its  course  from  river  to  house. 
Pumps,  hydrants,  fire  plugs,  etc. 

(5)  How  the  city  is  protected  : 

Fire  department. 
Police  department. 

(6)  Government. 

Home,  school,  city. 

E.  Teach  by  use  of  the  map  of  the  United  States,  the  locations 
of  a  few  important  cities  proceeding  from  the  District  of  Co- 
lumbia by  imaginary  journeys,  by  both  rail  and  water,  to  ad- 
joining States  causing  the  children  to  trace  such  journeys  on 
the  map.  These  cities  should  be  compared  with  Washington 
in  their  general  characteristics. 

The  relative  positions  of  these  cities  should  be  studied,  as  well 
as  their  relative  distances  from  Washington,  and  from  one 
another. 


SUGGESTIONS   TO   TEACHERS. 

1.  Always  bear  in  mind  the  purpose  of  this  unit  of  work  ;  it 

is: 

(1)  That  the  pupil  may  see  and  read  geographical 

facts  as  represented  on  maps  ; 

(2)  That  he  may  know  by  actual  observation  a 

certain  definite  portion  of  the  earth's  sur- 
face. 

(3)  That    he  may  know  by  actual  observation 

something  of  the  life  of  the  people  living 
within  this  section. 

(4)  That,  by  means  of  these  known  standards,  all 

subsequent  study  of  unknown  parts  of  the 
earth  and  of  unknown  people  may  be,  by 
comparison,  understood. 


51 

Cautions. 

2.  Avoid  unnecessary  detail  in  the  study  of  places. 

3.  Aim  to  make  the  children  see  in  maps  real  pictures  of 

places. 

APPENDIX. 
EXPERIMENTS  IN  PHYSICAL,  GEOGRAPHY. 

I. 
Air : 

1.  Properties  : 

For  (a),  (b),  (c),  (d),  no  experiments  need  be  suggested, 
(e)  When  heated,  air  rises  : 

(1)  Hold  the  hand  over  lamp,  over  register,  over 

candle,  over  radiator,  etc. ,  etc. 

(2)  Hold  piece  of  smoking  paper  in  fire-place. 

Use  the  smoking  paper  in  (1).  Current 
of  air  may  be  seen  carrying  the  smoke. 

(3)  Hang  threads,  pieces  of  paper  or  spiral  cut 

from  paper,  over  lamp,  register,  candle,  etc. 
Currents  of  air  move  them. 

2.  Air  in  motion  : 

(a)  Draughts  : 

(1)  Place  lamp  chimney  at  the  edge  of  table  over 

a  short  candle.  Hold  smoking  paper  at  the 
side  of  lower  opening.  Direction  of  cur- 
rents— draught — shown  by  smoke. 

(2)  Hold  burning  candle  at  cracks  of  doors  and 

windows  ;  at  fire-places,  ventilating  shafts, 
etc. 

II 
Vapor  in  the  Air  : 

1.  Evaporation  and  condensation  : 

(a)       (1)  Moisten  slates  with    damp   sponge  ;    observe 
the  disappearance  of  water. 


52 

(2)  Observe  water  in  shallow  dishes  in  the  school- 

room ;  in  tumblers,  marking  the  decrease 
day  by  day. 

(3)  Observe  drying  of  pavements  after  rain. 

(4)  Observe  drying  of  clothes  hung  on  lines. 

(5)  Dip  the  hand  in  water  and  wave  in  the  air. 

(6)  Pour  a  few  drops  of  alcohol  on  slate  ;  observe 

its  rapid  disappearance. 

(7)  Heat  water  over  a  flame  ;  it  disappears. 

(b)  Heat  changes  water  into  vapor  : 

(2)  Tea-kettle  and  oil  stove.     By  constant  boiling 
water  disappears. 

(c)  (1)  Hold  a  plate  or  tumbler  in  the  cloud  of  steam  ; 

it  will  be  covered  with  fine  drops,  show- 
ing that  the  water  of  the  kettle  has  gone 
from  the  kettle  into  the  air ; 

(2)  Hold  a  cold,   dry  plate  close  to  the  mouth  of 
the  spout  where  nothing  can  be  seen.     The 
plate  becomes  covered  with  drops  of  water, 
showing  that  this  clear  space  was  filled  with 
water  that  could  not  be  seen — vapor. 

(d)  (4)  Hold  a  candle  under  the  cloud  of  visible  steam 

issuing  from  the  spout.  It  disappears — is 
changed  by  the  heat  to  vapor. 

2.  Sources  of  vapor  : 

(a)  Artificial  Heat : 

(1)  Heating  of  liquids  on  stoves  and  with  gas  ; 
drying  of  clothes  before  fires,  etc. 

(b)  All  parts  of  the  earth  heated  by  the  sun.     Air 

coming  in  contact  with  heated  portions  is 
heated  and  rises.  The  surfaces  of  bodies  of 
water  or  bodies  that  are  wet  or  moist  are 
heated  ;  the  water  is  gradually  changed  tx> 
vapor,  which  is  carried  in  the  rising  air  in 
all  directions  and  to  great  heights.  Use 
experiments  given  to  illustrate  this. 


53 

3.  Different  forms  in  which  this  vapor  is  seen  : 

(a)  Dew : 

(1)  Carry  a  dry  pitcher  into  school  room.     Fill  it 

with  ice  water.  Observe  the  drops  forming 
on  the  outside.  Vapor  in  air  changed  to 
water. 

(2)  Breathe  on  window  glass  or  mirror.     Dimness 

due  to  condensation  of  moisture  in  breath. 

(3)  At  night  grass,  trees,  walks,  etc.,  become  cool, 

owing  to  the  absence  of  sun-heat.  The  air 
coming  in  contact  with  them  is  chilled  and 
the  vapor  is  changed  to  water,  as  on  the 
pitcher. 

(4)  Variation  of  amount  of  dew,  due  to  variation 

in  the  amount  of  moisture  in  the  air  and  in 
the  coldness  of  objects. 

(b)  Frost — Frozen  Dew  : 

Why  is  it  on  the  inside  of  windows  ?  Observe 
the  change  from  frost  to  dew  and  from  dew 
to  vapor,  under  the  influence  of  sun-heat. 
Study  this  on  a  frosty  morning. 

(c)  Clouds: 

Use  experiments  described  under  vapor,  tea- 
kettle and  stove,  etc. 

Observe  the  appearance  of  a  cloud  in  a  clear 
sky,  and  its  sudden  disappearance ;  also 
changes  in  form.  Lead  to  explanation. 

(d)  Rain: 

In  holding  the  plate  in  the  cloud  of  steam, 
observe  how  the  water-dust  gathers  into 

drops  that  roll  down  the  plate. 
Hail: 

Bring  hailstones  into  the  school  room. 

(e)  Snow : 

Examine  the  crystals ;  draw  the  forms  on 
blackboard.  Observe  the  change  into  water 
and  the  change  of  the  water-drop  to  vapor. 
(0  (g)  Sleet,  Fog,  Mist;  as  suggested  by  experiments. 
Fog  and  Mist  are  clouds  near  the  surface  of 
the  earth. 


SUGGESTIONS. 

1.  Do  not  attempt  to  teach  more  than  the  children  can  under- 

stand. 

2.  Require  the  children  to  bring  into  school  the  results  of 

their  own  experiences  and  observations. 

3.  Give  the  above  lessons  when  the  weather  conditions  are 

such  as  to  admit  of  actual  observation  of  phenomena. 

4.  Read  lessons  in  Normal  Third  Reader,  relating  to  phe- 

nomena studied. 

5.  Read  other  descriptions,  poems  and  stories  about  the  phe- 

nomena studied. 

6.  Have  frequent  compositions. 


BOOKS  OF  REFERENCE  FOR  TEACHERS. 

Science  For  AIL— Vol.  I.  Ice,  Water  and  Steam,  Air  and 
Gas.  Vol.  II.  How  Sunshine  Warms  the  Earth  ;  Why  the 
Rain  Falls.  Vol.  III.  Why  the  Clouds  Float,  and  What  the 
Clouds  Say  ;  Dew  and  Hoar  Frost ;  How  a  Snow-flake  is 
Formed  ;  How  Hailstones  are  Forged  in  the  Clouds.  Vol.  IV. 
Fogs. 

Parker's  How  to  Teach  Geography  ;  Fry's  Sand  Modeling  ; 
King's  Methods  and  Aids  in  Geography  ;  Shalers'  Our  Conti- 
nent ;  Paul  Berts'  First  Steps  in  Science ;  Tyndalls'  Forms 
of  Water ;  Shalers'  First  Book  in  Geology  ;  Geike's  Physi- 
cal Geography ;  Huxley's  Physiography. 

These  books  are  to  be  found  in  the  Teachers'  Library, 
Franklin  School. 


FOURTH   YEAR. 
SOIL. 

Take  trips  to  Woodley  Lane  or  to  Pennsylvania   Avenue 
extended,  southeast  (across  the  bridge). 


55 

Composition  of  Soil : 

Note  the  decay  of  rocks  that  is  constantly  taking  place. 

Visit  a  locality  where  decayed  rocks  can  be  seen. 

Secure  specimens  of  such  decayed  rocks. 

Show  that  the  kind  of  soil  of  a  vicinity  depends  largely  on 
the  underlying  rock. 

Show  how  the  decaying  vegetation  aids  in  the  formation  of 
soil  and  how  it  affects  its  fertility  ;  visit  the  woods  for  this 
purpose. 

Agents  in  Soil  Making1 : 

Note  the  natural  agents — ice,  frost,  air,  water,  etc. — that  aid 
in  soil  making. 

Obtain  from  pupils  the  part  that  the  winds,  floods,  rivers, 
glaciers,  lakes,  oceans  play  in  moving  and  grinding  rocks  and 
in  distributing  soil. 

Kinds  of  Soil : 

Obtain  specimens  of  clay,  sand,  loam,  vegetable  mold,  etc. 
By  experiment  show  that  clay  is  impervious  to  water. 
Show  that  gravel  soils,  soils  made  from  sand  stone,  lime  stone, 
etc.,  are  permeable. 

Show  why  soil  should  be  kept  open  to  admit  air  and  water. 

Show  why  presence  of  stones  in  soil  is  desirable. 

Obtain  from  pupils  the  reasons  for  ploughing  in  Autumn. 

Lessons  to  be  read  in  connection  with  Soil : 

Normal  Fourth  Reader  (Lessons  3,  4,  8,  9,  13,  15,  17). 

HILLS  AND  VALLEYS. 

Visit  a  hill  noting  its  shape,  parts,  composition  (materials  of 
which  it  is  made.) 

Mold  a  hill  in  sand.     Draw  a  hill. 

Obtain  from  pupils  the  names  applied  to  different  parts  of  the 
hill — top  or  summit,  base,  foot  or  bottom,  slopes. 

Observe  that  the  slopes  may  be  gradual,  steep  or  abrupt. 


56 

Call  attention  to  the  variety  in  size  and  shape  of  the  hills 
pupils  have  seen. 

Show  how  the  agents  of  denudation — the  sun,  frost,  air, 
water,  rain,  mist,  etc. — alter  the  size  and  shape  of  hills. 

Show  how  the  wind,  brooks,  vers,  etc.,  remove  the  results 
of  this  action — the  work  of  these  agents.  (See  Soil  Making). 

Show  that  the  presence  of  soil  and  grass  on  a  hill-side  helps 
to  preserve  its  form. 

Mold  and  draw  a  chain  of  hills. 

Call  attention  to  the  valleys.  Show  that  some  are  wide 
while  others  are  deep  and  narrow. 

Show  that  the  softer  the  stone  of  which  the  hills  are  formed 
the  wider  will  be  the  valleys. 

Obtain  from  pupils  the  uses  of  hills. 

Have  pupils  name  and  locate  hills  and  chains  of  hills  which 
they  have  seen. 

L,essons  to  be  read  in  connection  with  the  study  of  Hills  and 
Valleys  : 

Normal  Fourth  Reader  (Lesson  5)  ; 
Geographical  Reader  (Lessons  2  and  3)  ; 
Swinton's  Introductory  Geography  (Part  of  lesson  5)  ; 
Read  also  from  Brooks  and  Brook  Basins. 

MOUNTAINS. 

Call  attention  to  the  difference  between  hills  and  mountains. 

Explain  the  formation  of  mountains. 

Mold  and  draw  a  range  of  mountains. 

Describe  a  volcano,  an  earthquake. 

Name,  locate  and  tell  pupils  about  a  few  noted  volcanoes. 

Show  that  the  size  and  forms  of  mountains  are  being  con- 
stantly modified  by  the  agents  of  denudation  (See  Hills  and 
Valleys.) 

Describe  a  glacier  ;  canons. 

Tell  pupils  about  the  canons  of  the  Colorado  river.  Show 
pictures  of  the  same. 

Develop  terms  peak,  precipice,  chasm,  pass,  gap,  gorge, 
ravine,  plateau,  etc. 


57 

Show  how  the  cold,  snowy  heights  aid  in  the  condensation 
•of  vapor. 

Describe  the  uses  of  mountains. 

Show  how  mountains  are  represented  on  maps. 

Name,  locate  and  describe  briefly  a  few  mountain  systems 
of  the  world. 

Lessons  to  be  read  in  connection  with  the  study  of  mountains  : 

Normal  Fourth  Reader  (Lessons  5,  6,  7,  16)  ; 

Geographical  Reader  (Lessons  21,  14,  4.  Parts  of  lessons 
15,  16,  17)  ; 

Swinton's  Introductory  Geography  (Parts  of  lessons  5, 11,  14 
(a),  15,  17,  26). 

SPRINGS. 

Review  work  of  vapor  in  Third  Grade. 

Lead  pupils  to  tell  what  becomes  of  the  water  that  falls  as 
rain  in  a  clayey  region. 

Note  the  fact  that  part  runs  off  in  gutters  and  in  creeks  to  a 
larger  stream  or  river. 

Show  that  much  which  is  collected  in  pools,  ponds,  etc.,  is 
•evaporated. 

Show  that  plants  absorb  much  of  the  moisture. 

Lead  pupils  to  see  that  much  of  the  water  which  falls  on 
permeable  soil  sinks  into  the  earth. 

Trace  the  underground  course  of  water  showing  where  it 
•comes  to  the  surface  again,  and  why. 

Visit  a  spring. 

Call  attention  to  iron  springs,  sulphur  springs,  hot*  springs, 
geysers,  etc. 

Have  children  read  of  the  wonderful  geysers  of  Yellowstone 
Park  and  of  Iceland. 

Describe  a  well.  Lead  pupils  to  note  the  difference  between 
wells  and  springs. 

Describe  an  artesian  well ;  give  its  use. 

Lessons  to  be  read  in  connection  with  work  on  springs  : 

Normal  Fourth  Reader  (Lesson  10)  ; 

Geographical  Reader  (Lesson  6)  ; 

Swinton's  Introductory  Geography  (Parts  of  lessons  6,  24). 


58 
RIVERS. 

Visit  either  the  Potomac  River  or  Rock  Creek.  *  From  an  ele- 
vation obtain  an  unobstructed  view  of  a  broad  stretch  of 
country,  where  the  pupils  can  see  the  stream  and  its  tribu- 
taries ;  the  valley  and  the  smaller  valleys  leading  into  it. 

Show  that  a  river  has  its  source  in  springs,  lakes,  etc. 

Note  that  a  river  is  supplied  with  water  by  brooks,  creeks, 
rivers,  springs,  ponds,  lakes,  etc.  (tributaries). 

L,ead  pupils  to  discover  how  much  land  a  river  drains — 
river  basin. 

Show  what  a  water  parting  is,  and  how  it  is  formed.  Don't 
fail  to  make  pupils  see  the  locations  of  water  partings. 

Show  what  is  meant  by  a  water-shed. 

Mold  a  river  basin. 

I/ead  pupils  to  see  what  bounds  a  river  basin. 

Show  that  the  size  of  a  river  basin  depends  on  the  distance 
the  hills  or  mountains,  in  which  the  line  of  parting  occurs,  are 
from  the  river. 

Have  pupils  tell  why  the  water  of  a  river  flows. 

Show  the  number  of  slopes  a  river  basin  has. 

L,ead  pupils  to  see  that  a  river  basin  includes  all  the  branches 
of  the  river,  and  that  each  tributary  has  a  basin  of  its  own. 

Show  in  what  part  of  the  basin  the  river  is  found. 

Obtain  from  pupils  the  meaning  of  bed  of  the  river,  river 
valley,  channel,  banks,  current,  etc. 

Show  why  rivers  wind. 

L,ead  pupils  to  tell  on  what  the  rapidity  of  a  river  depends. 

Show  on  what  the  quantity  of  water  of  a  river  depends. 

Show  how  a  river  bed  composed  of  permeable  strata  affects 
the  quantity  of  water  of  a  river. 

Show  in  what  portion  of  the  river's  course  the  flow  is  most 
rapid,  is  the  slowest,  and  why.  (Torrent  portions.  Flood 
plains). 

Lead  pupils 'to  tell  why  falls  and  rapids  occur. 

Show  where  in  the  river's  course  they  occur.  (Cataract  por- 
tion.) 

L,ead  pupils  to  see  on  what  the  color  of  the  water  of  a  river 
depends. 


59 

Obtain  from  pupils  what  becomes  of  the  sediment  carried  by 
the  river.  (See  Soil,  Hills  and  Mountains.) 

Show  what  effects  floods  have  on  a  river — robbing  it  of 
portions  of  land  along  its  course — spreading  sediment  in  other 
portions,  deepening  its  channel,  etc. 

Show  uses  of  rivers. 

Describe  a  canal.     Give  its  uses. 

Give  much  practice  in  finding  and  bounding  river  basins 
from  maps. 

Have  pupils  name  and  locate  a  few  of  the  large  rivers  of  the 
world. 

Lessons  to  be  read  in  connection  with  the  study  of  rivers  : 
Normal  Fourth  Reader  (Lessons  11  and  12)  ; 
Geographical  Reader  (Lessons  6,  7,  8,  9,  10,  11,  12,  13,  14) ; 
Swinton's  Introductory  Geography  (Parts  of  lessons  5, 12,  15). 

COAST   LINES. 

Lead  children  to  see  that  the  line  of  meeting  of  the  conti- 
nent with  the  ocean  or  some  arm  of  the  sea  is  the  coast. 

Obtain  from  pupils  the  causes  of  waves. 

Call  attention  to  the  tides — number  a  day — time  for  the  ebb, 
and  time  for  the  flow. 

Show  the  effects  of  the  waves  and  tides  on  the  coast. 

Show  children  that  the  wearing  away  of  the  softer  materials 
of  the  coast  forms  the  bays,  gulfs  and  other  indentations. 

Lead  the  pupils  to  see  that  the  capes,  points,  promontories, 
etc.,  are  the  harder  rocks  of  the  coast  which  the  waves  have 
been  able  to  affect  very  slowly. 

(By  means  of  sand  modeling,  pupils  should  be  given  proper 
concepts  of  capes,  peninsulas,  points,  promontories,  isthmuses, 
bays,  gulfs,  inlets,  harbors,  seas,  etc.) 

Have  the  pupils  name  and  locate  a  few  prominent  capes, 
peninsulas,  bays,  gulfs,  etc. 

Lessons  to  be  read  in  connection  with  study  of  the  coast  : 
Normal  Fourth  Reader  (Seashore.     On    the    Cliff.     Marine 
(sea)  Pebbles)  ; 

Geographical  Reader  (Lesson  10)  ; 

Swinton's  Introductory  Geography  (Lessons  4  and  5). 


60 
ISLANDS. 


River  Islands : 


Take  a  trip  to  one  or  more  of  the  islands  in  the  Potomac 
River. 

Show  that  river  islands  have  been  separated  from  the  mainland. 

Show  that  delta  islands  are  formed  of  the  soil  deposited  at 
the  mouths  of  rivers. 

Name  and  locate  several  rivers  having  deltas. 

Continental  Islands : 

Show  that  some  continental  islands  are  formed  by  inroads 
made  by  the  sea — the  wear  and  tear  of  the  winds,  tides,  etc. 

Show  that  others  are  made  by  the  gradual  sinking  of  land 
about  the  coast  line  and  the  invasion  of  the  sea. 

Show  that  still  others  are  formed  by  the  rising  of  land  from 
the  sea. 

(The  plants  and  animals  found  on  continental  islands,  to- 
gether with  the  construction  of  the  surface,  indicate  their  origin.) 

Name  and  locate  many  continental  islands. 

Oceanic  Islands : 

Show  that  many  oceanic  islands  are  formed  by  the  subsidence 
of  the  earth's  crust  which  has  carried  down  bases  of  mountains, 
leaving  only  peaks  above  water. 

Study  briefly  some  of  the  plants  and  animals  peculiar  to  these 
islands. 

Describe  coral  islands  (atolls). 

Note  their  circular  form  and  the  usual  presence  of  a  lake  or 
lagoon  in  their  centre. 

Show  that  they  were  formed  by  insects  working  on  the  slopes 
•  of  subsiding  mountains. 

Obtain  specimens  of  different  kinds  of  coral. 

Name  and  locate  several  oceanic  islands. 

Lessons  to  be  read  in  connection  with  the  study  of  islands  : 
Normal  Fourth  Reader  (Lessons  12  and  14)  ; 
Geographical  Reader  (The  West  Indies,  The  Pacific  Ocean); 
Swiuton's  Introductory  Geography  (Lesson  4). 


61 
CONTINENTS. 

Show  that  continents  are  great  masses  of  land  raised  above 
the  level  of  the  ocean. 

Name  and  give  relative  positions  of  all  the  continents. 
Give  relative  sizes  of  the  continents. 

Lessons  to  be  read  in  connection  with  the  study  of  conti- 
nents : 

Normal  Fourth  Reader  (Lessons  1,  2  and  18); 
Swinton's  Introductory  Geography  (Lessons  7  and  11). 

OCEANS. 

Name  and  give  positions  of  the  different  oceans. 

Give  causes  of  the  waves. 

Note  the  facts  of  the  tides — the  number  of  tides  each  day,  and 
the  name  and  time  of  each. 

Study  briefly  the  life  of  the  ocean,  obtaining  specimens  when 
possible.  Compare  life  in  the  ocean  with  life  on  theXland. 

Lessons  to  be  read  in  connection  with  the  study  of  oceans  : 

Normal  Fourth  Reader  (Lesson  4.  The  Sea.  Marine  Peb- 
bles. The  Seashore); 

Geographical  Reader  (The  Atlantic  Ocean,  The  Pacific 
Ocean,  The  Indian  Ocean);  . 

Swinton's  Introductory  (Geography  Lesson  7). 

Much  other  supplementary  matter  should  be  read,  including 
books  of  travel,  describing  the  character  of  the  people  and  the 
industries  of  the  country.  Make  the  children  understand  how 
mines  are  worked,  what  a  canal  is,  a  lock,  how  goods  are 
transported,  the  occupations  of  the  people  in  different  parts 
of  the  country,  manufacturing,  agriculture.  Encourage  the 
children  to  bring  into  the  class  pictures  representing  places  and 
processes,  to  bring  also  fruits  and  other  natural  products,  as  well  • 
as  manufactured  products,  when  practicable.  Compare  other 
cities  with  Washington  in  size,  importance  and  industries. 
Children  should  be  made  to  appreciate  direction  and  relative 
distance. 


62 

But  little  memorizing  may  be  done.  Make  the  children  read 
intelligently  and  talk  with  corresponding  intelligence,  read  con- 
nectedly and  talk  with  corresponding  unity.  The  children, 
while  talking,  may  be  led  to  form  correct  definitions  of  such 
natural  divisions  of  land  and  water  as  pupils  of  this  grade  are 
expected  to  be  able  to  define. 

Children  should  be  led  to  sketch  rapidly  to  impress  relative 
size  and  position,  and  to  shade  or  color  to  show  contour. 


BOOKS  OF  REFERENCE  FOR  TEACHERS. 

Science  For  All.— Vol.  I.  Hills,  Dales  and  Valleys  ;  Rivers, 
Their  Work  and  Canon-making  ;  Geysers  ;  A  Piece  of  Coal ; 
Lakes,  and  How  They  Were  Formed.  Vol.  II.  Continental 
Islands,  and  How  They  Were  Formed ;  Oceanic  Islands  and 
Their  History  ;  Glaciers,  How  Glaciers  Move  ;  The  Story  of  a 
Volcano  ;  A  Peat  Bog  ;  The  Gravel  on  the  Garden  Path ;  Why 
the  Sea  is  Sfdt.  Vol.  III.  Burnt-out  Volcanoes  ;  The  Bottom 
of  the  Sea  ;  The  Scenery  of  the  Shore  ;  Table-lands,  and  How 
They  Were  Formed  ;  Coral-islands  ;  The  Rivers  of  the  Sea. 
Vol.  IV.  Earthquakes,  How  Earthquakes  are  Caused  ;  A  Clod 
of  Clay  ;  A  Grain  of  Sand  ;  The  Wanderings  of  a  Pebble  ; 
Cracks  in  the  Earth's  Crust.  Vol.  V.  A  Coal  Field  ;  An  Ice- 
berg ;  Rock-making-rhizopods. 

Parker's  How  to  Teach  Geography  ;  Fry's  Sand  Modeling  ; 
King's  Methods  and  Aids  in  Geography  ;  Shalers'  Our  Conti- 
nent;  Paul  Berts'  First  Steps  in  Science;  Tyndall's  Forms  of 
Water;  Shalers'  First  Book  in  Geology;  Geike's  Physical 
Geography  ;  Huxley's  Physiography. 

These  books  can  be  had  at  the  Teachers'  Library,  Franklin 
School. 


•  63 

FIFTH  YEAR. 
Globe  Lessons : 

Give  a  series  of  the  Globe  Lessons  to  show  the  shape  of  the 
earth,  and  the  land  and  water  of  the  earth  ;  the  northern  and 
southern  hemispheres  and  the  eastern  and  western  hemis- 
pheres ;  the  axes  and  circumference  of  the  earth.  Much  prac- 
tice must  be  given  for  determining  the  relative  positions  of 
continents  and  oceans  which  involves  a  knowledge  of  direction. 
The  term  antipodes  and  its  application  should  be  thoroughly 
taught. 

NORTH  AMERICA. 

Location — in  relation  to  the  hemispheres  and  to  the  other 
continents  ;  to  the  oceans. 

Shape — Triangular,  broad  at  north,  tapering  to  the  south. 

Area — Greatest  length  and  greatest  breadth. 

Relief  and  Contour — (By  use  of  globe  and  maps). 

Fix  the  main  continental  axis  together  with  the  eastern  and 
western  slopes.  Show  that  this  axis  is  out  of  line  of  the  center 
resulting  in  a  long  slope  and  a  short  one. 

Fix  the  secondary  axis  and  eastern  and  western  slopes. 

Follow  the  eastern  slope  of  the  primary  highlands  and  the 
western  slope  of  the  secondary  highlands  to  their  line  of  meet- 
ing, fixing  river  beds. 

Follow  slopes  to  line  of  meeting  with  the  oceans  fixing  the 
coast. 

Study  coast  lines  noting  only  prominent  projections  and 
indentations  of  each  coast. 

(The  molding  of  the  continent  in  sand,  both  by  the  teacher 
and  by  the  pupils,  should  accompany  all  of  the  work  required 
above  and  much  of  that  that  follows.  The  general  contour  of 
the  continent  should  be  impressed  by  means  of  much  map 
drawing.) 

Locate  the  Rocky  Mountain  System  and  the  Appalachian 
System. 

Note  the  great  extent  of  the  Western  Highlands  ;  the  differ- 
ent ranges  of  which  they  are  composed  ;  the  great  length  and 
unbroken  character  of  these  ranges  ;  the  various  heights  of  the 


64 

plateau  on  which  they  rest  ;  height  of  some  of  the  most  im- 
portant peaks ;  character  of  plateaus  between  ranges  ;  the- 
noted  parks  and  valleys,  minerals,  etc. 

Compare  the  Eastern  with  the  Western  Highlands. 

Note  the  difference  in  height,  length,  and  general  character 
of  ranges  and  valleys.  Name  and  give  height  of  a  few  promi- 
nent peaks. 

Locate  and  describe  the  Great  Central  Plain  and  the  Atlantic 
Plain. 

Pictures,  specimens  and  descriptions  obtained  from  books  of 
travel ;  the  Geographical  Reader  and  the  Geography  are  valua- 
ble aids  in  forming  correct  mental  pictures  of  the  relief  of  the 
continent. 

Excellent  subjects  for  composition  are  afforded  by  this  work. 

Locate  the  Gulf  of  Mexico  and  Arctic  Ocean  Divide. 

Locate  the  Northen  Swell. 

'Fix  the  great  river  basins  of  the  continent,  the  Mississippi 
Basin,  the  Mackenzie  Basin,  the  St.  Lawrence  Basin,  the 
Saskatchewan  Basin,  the  Hudson  Bay  Basin;  the  drainage  of  the 
Atlantic,  the  Pacific,  the  Gulf  of  Mexico  and  Arctic  Slopes. 

Study  the  most  important  of  these  basins  respecting  water- 
divide  boundaries  ;  relative  size  of  basin  drained  ;  main  river  of 
system  ;  tributaries  ;  source  slope  ;  general  character  of  rivers  of 
the  basin,  whether  navigable  or  not,  whether  adapted  to 
commerce  or  manufacture  ;  chief  cities  located  on  the  rivers, 
why  located,  where  they  are  ;  history  connected  with  rivers  of 
basin,  etc.  (See  outline  for  "  Rivers  "  under  Fourth  Grade). 

Let  the  description  of  rivers  or  river  basins  form  the  subject 
for  compositions. 

Political  Divisions : 

Name  and  locate  the  political  divisions  of  North  America. 
Study    each   in    relation    to    extent,     ownership,    form    of 
government,  chief  occupation  of  people,  important  cities,  etc. 

United  States : 

Study  representative  States  carefully. 
Study  from  six  to  ten  cities  in  detail. 


65 

In  connection  with  these  study  the  water  and  the  railroad 
routes  of  the  country. 

Ivet  the  children  read  to  know  more  of  people  than  of  boun- 
daries of  States  ;  more  of  the  industries  of  the  people  ;  more  of 
the  products  of  different  sections  of  the  country  ;  the  means  of 
transportation  ;  the  centres  of  trade,  etc. 

L,ead  the  children  to  see  sequence  in  the  study  of  geography, 
and  do  not  overwhelm  them  with  details,  especially  in  political 
geography.  Connect  as  much  history  as  possible  with  all 
geographical  study. 

Make  use  of  the  National  Museum  and  Zoological  Gardens 
and  let  the  life,  natural  products  and  manufactured  products  of 
different  sections  be  represented  in  the  class  when  practicable. 
The  process  by  which  natural  products  are  made  valuable 
and  become  articles  of  commerce  should  be  considered. 

Maps : 

The  rapid  sketching  of  maps  at  first  from  copy  and  then 
from  memory  should  be  practised  to  fix  coast  lines.  Drainage 
of  the  continent  should  be  represented  by  the  mountains  forming 
the  chief  water  partings  together  with  the  rivers  whose  beds 
are  formed  by  the  meeting  of  main  slopes.  No  time  need  be 
spent  in  beautifying  these  maps.  Outline  maps  may  be  profit- 
ably used  for  representation  of  productions,  political  divisions, 
location,  of  cities,  railroads,  etc. 

SOUTH  AMERICA. 

(By  use  of  the  globe  and  maps.) 

Comparison  with  North  America  lightens  the  study  of  this 
continent,  and  gives  value  to  information. 

Location — jn  relation  to  hemispheres  ;  to  other  continents  ; 
to  oceans . 

Area — Greatest  length  and  breadth. 

Note  the  similarity  in  general  shape  ;  in  location  of  primary 
and  secondary  axes  ;  in  length  and  direction  of  slopes ;  in 
location  of  river  basins,  etc. 

Model  and  draw  as  in  North  America. 

Study   a  few  of  the  plants,    animals,  and  minerals  of  the 


66 

continent.  The  study  of  these  furnishes  excellent  subjects  for 
compositions. 

Locate  and  give  brief  descriptions  of  the  political  divisions. 

Swinton's  Introductory  Geography  and  Scribner's  Geograph- 
ical Reader  should  be  used  mainly  as  reading  books.  Encourage 
pupils  to  do  much  supplementary  reading. 

Teachers  will  find  the  following  books  very  helpful  to  a 
successful  presentation  of  this  subject : 

fGuyot's  Earth  and  Man. 

^Parker's  How  to  Study  Geography. 

fFrye's  Geography  with  Sand  Modeling. 

fRitter's  Comparative  Geography. 

fGuyot's  Physical  and  Common  School  Geographies. 

t  Physiography — Huxley. 

fShaler's  First  Book  of  Geology  and  The  Story  of  Our 
Continent. 

fGeike's  Physical  Geography. 

f  King's  Methods  and  Aids  in  Geography. 

fEldertcm's  Maps  and  Map  Drawing. 


SIXTH  YEAR. 

Study  Europe,  Asia,  Africa  and  Australia. 

In  the  study  of  these  continents,  follow  the  plan  given  for 
North  America  in  fifth  grade. 

Compare  size,  form,  length  and  direction  of  axes ;  length 
and  direction  of  slopes,  coast  lines,  drainage,  etc.,  of  each  con- 
tinent with  those  already  studied. 

Only  leading  countries  require  detailed  study. 

A  few  important  cities  in  each  country  should  be  studied, 
and  in  connection  with  these,  water  and  railroad  routes  should 
be  learned.  Study  the  relation  of  these  countries  and  cities  to 
one  another,  and  to  the  United  States  in  manufactures  and 
commerce. 

*Found  on  the  teacher's  desk. 

fFound  in  the  teacher's  library  at  the  Franklin  School. 


67 

The  National  Museum  should  be  visited,  pictures  and  objects 
representing  the  life  and  condition  of  the  people  should  be 
brought  into  class,  and  studied  and  compared  by  the  children 
when  practicable. 

The  different  forms  of  government  should  be  understood  in 
general  by  the  children. 

Much  valuable  work  may  be  done  by  a  comparison  of  the 
sizes  of  countries  ;  of  the  industries  of  countries  ;  of  conditions 
oi  people  ;  bf  numbers  of  people  ;  of  modes  of  life,  etc. 

Globe  Lessons: 

Pupils  should  mould  in  clay  a  sphere  representing  the  globe. 
They  should  indicate  thereon  parallels,  meridians,  zones, 
hemispheres,  continents  and  oceans.  They  should  be  led  with 
sphere  in  hand  to  represent  hemispheres,  continents  and  oceans 
•on  the  blackboard  or  paper.  Teach  longitude  and  time. 

Children  should  be  encouraged  to  read  much  on  the  topics 
Plants,  Animals,  Races  of  Mankind,  States  of  Society.  Articles 
•of  dress,  warfare,  agriculture,  etc.,  representing  the  life  of 
different  races  of  mankind,  may  be  exhibited,  examined,  and 
•compared,  if  practicable. 

Maps —  Maps  should  be  modeled  in  sand  to  show  relief  of 
•continents  and  drawn  to  impress  contour,  position  and  direction 
of  rivers,  locations  of  important  cities.  No  time  need  be  spent 
in  beautifying  these  maps. 

Do  not  burden  children  with  details  of  boundaries  and  areas. 
Let  them  study  conditions,  relations  and  sequence,  and  while 
studying  these,  let  them  refer  constantly  to  maps. 

Reference  books  for  teachers  are  the  same  as  for  fifth  grade, 
all  of  which  are  to  be  found  either  on  the  teacher's  desk,  or  in 
the  Teacher's  Library,  Franklin  School. 


SEVENTH  YEAR. 

The  work  of  this  grade  is  largely  a  study  of  maps,  Text 
must  be  read  and  studied  for  explanation  of  what  the  maps 
disclose.  The  logic  for  the  existence  of  one  set  of  facts  disclosed 
•by  the  maps — political  geography — must  be  sought  in  the  other 


68 

sets  of  facts  disclosed — mathematical  geography  and  physical 
geography — by  the  same  maps  or  by  others  used  for  the  purpose. 

1.  By  use  of  the  globe  and  other  apparatus  study  the  math- 
ematical   geography    given    in    Swinton's    Common    School 
Geography.     In  this  connection,  consult  Eldertori1  s  Maps  and 
Map  Drawing. 

2.  Study  the  location  of  North  America  with  respect  to  its 
position  on  the  globe  and  also  to  the  other  continents  and  to 
the  great  water  divisions  of  the  earth.     Get  a  cleartidea  of  the 
general  features  or  the  coast  lines  (including  adjacent  islands) 
tracing  the  cause  of  each  great  indentation  far  back  into  the 
interior. 

3.  Determine  where  settlements  would  be  made  first  naturally. 
Study  the  history  (geographically)  of  the  first  discoveries  and 
the  first  settlements.     (Do  not  make  these  too  numerous — a  half 
dozen  each  of  discoveries  and  of  settlements  are  enough.) 

4.  Study  the  political  divisions  of  North  America.  •  Locate 
each  accurately  with  respect  to  bodies  of  water,  and  mountain 
ranges,  and  to  the  other  divisions  of  the  continent.     I^earn  the 
leading  facts  of  history  respecting  the  fixing  of  the  boundary 
lines  of  the  divisions  of  the  continent. 

5.  Study  the   climate  of  the  several  divisions  (see  Swinton,. 
p.  9),  and  determine  by  conversation  and  reading  the  general 
character  of  the  flora,   the  fauna,    the  productions   and  the 
industries  of  each.     Determine  where  commercial  centers  would 
naturally  be  developed,  remembering  that  the  means  of  com- 
mercial intercourse  was  at  first  chiefly  by  water. 

6.  Study  the  United  States  as  a  whole,  with  respect  to  its 
position  on  the  continent ;  its   size  (absolute  and  relative)  ;  its 
climate ;  its  productions  ;  its  industries,  etc.  ;  its  historic  rela- 
tions with  the  other  divisions  of  the  continent ;  its  commercial 
relation  with  other  parts  of  the  continent.     This  will  involve 
the  definite  location  of  centers   of  commerce  and   trade  (not 
more  than  twenty  need  be  studied,  but  each  must  be  fixed 
definitely  in  position,  and  the  relative  time  of  the  beginning  of 
its  development  must  be  known),  and  routes  of  travel   and 
means  of  communication.     Study  to  know  about  the  legal  reg- 
ulations controlling  commercial  intercourse  between  the  divi- 
sions of  the  continent.     (These  laws  are  not  to  be  even  read-  in 


69 

detail,  but  the  child  should  know  that  commerce  is  governed, 
and  should  know  the  machinery  by  which  it  is  governed,  in 
what  cities  the  United  States  has  consuls,  what  a  consul's  duty 
is,  who  appoints  him,  in  what  cities  of  the  United  States  other 
nations  of  the  continent  have  consuls.) 

Locate  every  city  exactly,  and  know  how  products  get  to  it, 
and  by  what  means  products  are  taken  away  from  it. 

7.  Study   important  centers  of  trade    (not   more   than  ten 
besides    thpse    already    studied)    within    the    United    States. 
Show  why  each  is  located,   where   it  is,   (climate,    bodies  of 
water,  mountain  ranges,  fertile  valleys,  etc.,  etc.,  etc.)     Study 
size,  characteristics  and  relative  importance.     Definite  location 
and  means  of  access  are  to  be  known  and  understood.     Each 
city  studied  should  be  associated  with  the  State  of  which  it  is  a 
part,  and  with  the  group  of  States  of  which  its  State  forms  a  part. 

8.  Study  the  governments  of  the  various  countries  of  North 
America.     This  will  involve  a  study  of  the  divisions  of  each, 
but  not  to  the  extent  that  the  names  and  boundaries  of  each 
division  may  be  remembered.     Study  the  functions   of  each 
subordinate  part  in  the  general  government.     Study  how  each 
government  is  represented  in  the  other  governments  of  the 
continent. 

SOUTH  AMERICA. 

1.  Study  South  America  first,  to  locate  it  on  the  globe,  and 
then  to  locate  it  definitely  with  respect  to  other  grand  divisions 
of  the  earth,  and  the  great  bodies  of  water.     (Use  globe  and 
maps  freely.) 

2.  Study  the  location  of  different  states,  their  climate  and 
productions  in  a  general  way. 

3.  Study  to  know  the  commercial  relations  the  United  States 
have  with  South  America.    Locate  definitely  from  six  to  a  dozen 
commercial  centres,  determine  those  things  for  which  each  is 
noted  and  why  it  is  so  characterized,  with  what  centres  of  trade 
in  the  United  States  each  has  communication,  and  exactly  how 
each  is  reached  from  such  centres  in  the  United  States. 

4.  Study  in  a  general  way  the  governments  of  South  America, 
comparing  them  with  that  of  our  own. 


70 

Learn  where  our  government  has  representatives  (definitely 
locate);  what  governments  are  represented  in  our  country — 
where  (definitely  locate). 

5.  Study  the  customs  and  character  of  the  people  of  the- 
various  countries  in  comparison  with  those  of  our  own  people. 

EUROPE. 

In  a  way  corresponding  to  that  in  which  South  America  has- 
been  studied,  study  Europe,  Asia,  Africa  and  Australia. 
Europe  will  require  as  much  study  and  effort  as  Asia,  Africa 
and  Australia  combined. 

The  different  countries  in  Europe  should  be  studied  relatively, 
according  to  the  importance  of  our  commercial  relations  with, 
them.  (At  least  one  city  in  each  country  should  be  studied). 
This  relativity  is  one  thing  the  teacher  must  strive  to  have 
the  child  know  and  understand. 

The  amount  of  "place  geography"  must  be  kept  down  to  the 
minimum,  but  what  is  attempted  must  be  learned  with  great 
definiteness.  The  child  must  know  exactly  where  a  city  or 
country  is,  why  Americans  want  to  go  there,  and  how  they  can, 
get  there. 

Learn  the  most  important  coaling  stations  for  the  United 
States  Navy,  where  they  are,  why  these  places  were  chosen,, 
and  how  to  get  to  them. 


EIGHTH  YEAR. 

PHYSICAL  GEOGRAPHY. 

Temperature : 

Why  does  it  become  colder  as  one  goes  north  or  south  from 
the  equator  ? 

Why  are  the  extremes  of  temperature  greater  in  the  interior 
of  a  continent  than  near  its  shores  ?  Why  are  the  winters  colder 
and  the  summers  hotter  ? 

Why  does  it  become  colder  as  one  rises  above  the  earth's  sur- 
face ? 


71 


Rainfall : 


What  is  evaporation  ? 

Can  hot  air  or  cold  air  retain  a  greater  quantity  of  moisture  ? 
Can   rare  air  or  dense  a^r  retain   the  greater  quantity   of 
moisture  ? 

What  are  clouds  and  fog  ? 
What  produces  rainfall  ? 
Why  is  dew  deposited  at  night  ? 
What  produces  snow  and  hail  ? 

Air  Currents : 

What  causes  the  wind  to  blow  ? 

What  are  the  trade  winds  and  what  causes  them  ? 

What  produces  the  land  and  the  sea  breezes  at  the  seashore  ? 

What  produces  whirlwinds  and  cyclones  ? 

What  is  the  Signal  Service  ? 

Whence  is  the  information  given  obtained  and  how  are  con- 
clusions reached  ? 

Of  what  benefit  is  the  Signal  Service  ? 

What  is  the  cause  of  the  tides  of  the  ocean  ? 

What  causes  currents  in  the  ocean  ? 

What  effects  are  produced  by  them  ? 

What  effect  do  physical  conditions  and  relative  position  have 
on  climate  ?  How  do  these  affect  industries  and  the  life  of  the 
people  ? 

Much  systematic  reading  should  be  done  by  the  pupils,  the 
foregoing  list  of  topics  serving  as  a  guide  for  the  same. 

Pupils  should  be  trained  to  talk  in  connected  discourse  upon 
each  of  the  subjects  suggested. 

Take  as  a  guide,  in  the  work  given  above,  Chapters  IV,  V, 
VI,  IX,  X  and  XXI  of  the  Eclectic  Physical  Geography. 


72 


U.  S.  History. 


FIFTH  YEAR. 


1.  The  Saxons  in  Denmark. 

2.  Britain. 

3.  The  Saxons  in  Britain. 

4.  Union  of  Saxon  Kingdoms  ;  King  Alfred. 

5.  The  Northmen  in  France  ;  the  Normans  in  England. 

6.  Growth  of  the  Country  ;  Magna  Charta. 

7.  Customs  of  the  people  and  conditions  of  civilization  ; 
buildings,  modes  of  life,  laws,  etc.,  etc.  ;  compare  with  those 
of  the  Britains,  the  early  Saxons  and  the  Normans. 

8.  Columbus  ;  who  he  was,  what  he  did. 

9.  America  ;  its  place,  its  condition. 

10.  The  Indians  ;  compare  with  early  Saxons  ;  modes  of  life, 
general  character,  etc.,  etc. 

11.  Virginia. 

12.  New  York. 

13.  New  England. 

14.  Pennsylvania. 

15.  Maryland. 

16.  Growth  of  the  country  ;  habits  of  the  people  ;  compare 
with  Saxons,  Normans,  Indians. 

17.  The    Colonies ;    by  whom  governed  ;    why  ?  life  of  the 
people  ;  growth  of  freedom  and  independence. 

18.  The  Revolution. 

19.  George  Washington. 

20.  Read  much  for  better  understanding  ;  talk  much  for  ex- 
pression and  for  better  understanding ;  preserve  in  all  a  con- 
nected outline  of  general  facts,  from  the  invasion  of  Britain  by 
the  Saxons  to  the  present  time.     The  pupil  should  have,  beside 
his  regular  reading  book,  access  to  Yonge's  History  of  England, 
Dickens's  Young  Folks'  History  of  England,  Phillips's  His- 
torical  Readers  1,   2,  3  and  4,  Hawthorne's  True  Stories  of 


73 

History  and  Biography,  Fisk's  Washington  and  His  Country, 
Longfellow's  Hiawatha,  and  Miles  Standish. 

The  teacher  should  consult  McMaster,  to  be  found  in  the 
seventh  grade  schools  ;  also  Green's  History  of  the  English 
People,  in  the  Teachers'  Library  at  the  Franklin  School. 

SIXTH  YEAR. 

The  historical  course  in  this  grade  covers  four  periods — that 
of  discovery,  that  of  settlement,  that  of  colonization  and  that  of 
the  revolution.  It  is  important  that  the  children  be  led  to  an 
intelligent  study  of  the  life  of  these  periods,  of  the  men  who  best 
represent  them  and  of  the  geography  necessary  to  a  good 
understanding  of  the  history.  This  geography  should  be  made 
as  graphic  as  possible.  All  reading  and  study  should  be  done 
with  the  maps  at  hand  for  ready  reference. 

The  following  topics  are  suggested  : 

Discoveries  and  Explorations  : 

European  commercial  activity  in  the  fifteenth  century. 

The  invention  of  the  mariner's  compass. 

The  life  of  Columbus,  including  his  nativity,  early  life  and 
•character ;  the  geographic  ideas  of  his  time ;  the  views  of 
Columbus  ;  his  patrons  ;  his  voyages  and  the  results  of  them. 

Give  a  brief  account  of  the  following  discoverers,  locating  the 
scenes  of  their  discoveries;  The  Cabots,  Amerigo  Vespucci, 
Ponce  de  Leon,  Balboa,  Verrazani,  Cartier,  DeSoto,  Champlain, 
Hudson. 

It  is  important  that  a  few  locations  should  be  known  exactly 
by  the  child,  and  that  the  relation  of  these  locations  to  the 
continent  at  large  be  discussed  and  understood.* 

*NoTE. — The  outline  here  given  may  be  enlarged  at  the  discretion  of  the 
teacher.  The  outline  adopted  should  be  adhered  to  and  should  be 
thoroughly  fixed  in  the  memories  of  the  pupils.  Much  outside  reading 
is  expected.  Many  incidents  of  interest  will  be  noted.  Much  detail  will 
be  read  and  talked  about  in  class.  The  teacher  must  see  that  all  these 
are  properly  associated  by  the  child,  not  only  respecting  time  and 
locality  and  results,  but  also  respecting  their  importance.  These  details 
must  not  prevent  the  thorough  fixing  of  the  sequential  outline.  They 
will,  if  properly  treated,  make  the  main  facts  more  prominent  and  more 
important. 


74 

Settlements : 

Study  brief  biographies  of  Walter  Raleigh,  John  Smith,  Peter 
Minuit,  L,ord  Baltimore  and  L,ord  Clarendon.  Study  the 
nativities  and  general  characters  of  these  men,  their  objects  in 
founding  colonies,  whether  to  find  an  escape  from  religious  or 
political  persecution,  or  for  purposes  of  gain  or  proprietorship. 
Tell  from  whom  the  founders  obtained  their  grants  ;  the  char- 
acter of  the  governments  established ;  the  character  and 
conditions  of  the  settlers. 

Teach  the  main  facts  of  the  Virginia,  Maryland,  New  England,. 
Dutch,  Pennsylvania,  and  the  Southern  Settlements. 

The  colonial  settlements  should  be  grouped  so  that  their 
relations  to  each  other  in  their  early  development  may  be 
clearly  understood.  It  is  profitable  to  teach  these  settlements 
by  groups  whose  parts  are  related  by  character  of  people  or  by 
legal  considerations.  The  chronological  order  of  settlements 
may  be  learned  as  reviews  or  as  cross-section  work.* 

Colonial : 

Study  the  growth  of  the  colonies.  Study  how  their  pros- 
perity was  affected  by  legislation,  the  character  of  the  settlers,, 
the  Indian  wars  and  the  Colonial  wars.  L,earn  what  each 
nationality  contributed  to  the  country.  Study  the  life  in  the 
colonies  with  reference  to  Education,  Industries,  Commerce, 
Literature  and  Religion.  (Consult  McMaster.) 

The  work  upon  the  Revolution  may  be  done  by  learning  the 
biographies  of  Patrick  Henry,  Washington,  Franklin,  Samuel 
Adams  and  Alexander  Hamilton;  by  studying  the  following 
topics  in  their  relation  ;  or  both  courses  may  be  taken.  This 

*NoTE. — The  pupils  are  expected  to  read  much  outside  of  their  regular 
text-books,  and  to  talk  much  in  class  of  details  and  of  interesting 
incidents.  For  the  value  and  proper  use  of  these  details  see  note  under 
discoveries.  The  geographical  part  of  the  outline  must  be  definitely  fixed 
in  the  child's  memory. 

The  colonial  wars  should  be  learned  as  developments  of  the  study  of 
the  conditions  of  the  settlers,  and  the  circumstances  attending  their  lives 
in  the  new  country  ;  the  character  of  the  country  ;  the  character  and 
rights  or  supposed  rights  of  the  Indians  and  their  mode  of  warfare  ;  the 
claims  of  nations,  etc.  Few  details  should  be  learned  except  those  of 
the  French  and  Indian  war  that  resulted  in  fixing  boundaries,  and  other 
localities  that  have  permanent  geographic  importance. 


75 

work  involves  wide  reading.     In   all  reading  and  study   of 
history  let  the  geography  be  a  constant  companion. 

The  Revolution — Topics  Suggested : 

The  Navigation  Acts. 

The  Stamp  Act. 

The  Assemblies  of  Virginia  and  Massachusetts. 

The  Congress  of  1765. 

The  Boston  Massacre. 

The  Boston  Port  Bill. 

Lexington. 

The  Declaration  of  Independence. 

The  situation  in  New  York,  New  Jersey  and  Pennsylvania.. 

Burgoyne's  Surrender. 

The  War  in  the  South. 

The  Treaty  with  France. 

The  Siege  of  Yorktown. 

Lafayette. 

The  Naval  Battles. 

The  Close  of  the  War. 

The  Treaty  of  Peace. 

The  formation  of  States. 

The  formation  of  the  Constitution. 

The  teacher  is  referred  to  what  is  said  about  details  in  teach- 
ing Discoveries  and  Settlements. 


SEVENTH  YEAR. 

1.  Review  the  prominent  facts  of  the  Revolution.     The  con- 
temporaneous history  of  the  period  of  the  Revolution  should 
constitute  the  chief  work  of  this  review.     This  will  lead  to  an 
understanding  of  the  motives  of  the  colonists  and  to  the  true 
character  of  the  Revolution. 

2.  'Give  emphasis  to  the  struggle  in  the  formation   of  the 
Constitution,  and  to  the  general  character  of  that  instrument. 

3.  Study  the  financial  situation  of  the  country  at  the  time  of 
the  formation  of  the  Government, 


76 

For  the  Period  Succeeding-  the  Revolution  Study : 

1.  The  establishment  of  Government,  Departments,  etc. 

2.  Establishment  of  a  Seat  of  Government. 

3.  The  acquisition  of  territory  and  the  admission  of  States  ; 
the  growth  of  States. 

4.  The  growth  of  population  ;  the  sources  of  population. 

5.  Inventions ;  the  growth  of  industries  ;  the  growth  of  in- 
•dustrial  appliances. 

6.  The  growth  of  commerce  and  the  means  of  transportation. 

7.  The  administrations  and  the  leading  events  of  each. 

8.  The  wars,  their  causes  and  their  results. 

9.  As  much  of  representative  persons  as  is  practicable. 

While  studying  the  administrations  the  growth  of  the  country 
should  be  a  leading  topic  for  careful  consideration.  The  child- 
ren should  be  made  interested  in  changes  that  have  taken  place 
in  population  ;  in  the  growth  of  territory  ;  in  the  administra- 
tion of  States  ;  in  the  development  of  growth  of  centers  of 
population  ;  in  the  development  of  new  industries  ;  in  processes 
of  industry  ;  in  means  of  communication  and  transportation ; 
in  the  development  of  schools,  newspapers,  etc. ,  etc.  This  is 
the  opportunity  for  training  pupils  to  read  intelligently  and  for 
a  definite  purpose  ;  this  the  opportunity  to  give  pupils  broad 
outlooks  on  the  related  institutions  of  our  common  society. 

The  pupils  of  this  grade  are  old  enough  to  understand  con- 
temporaneous history ;  the  important  causes  of  changes  in 
modes  of  industry,  the  effects  of  invention  ;  in  general,  the  se- 
quence of  events.  With  these  thoughts  in  mind  the  teacher 
will  cause  much  reading  to  be  done,  and  will  make  every  effort 
possible  to  have  such  reading  done  in  a  way  to  make  it  profit- 
able rather  than  confusing  and  dissipating.  A  clear,  sequential 
outline  should  be  referred  to  with  persistent  frequency  to  deter- 
mine the  place  and  the  relative  importance  of  all  that  is  read, 
and  of  every  conversation. 

It  is  most  difficult  for  some  minds  to  appreciate  the  relative 
importance  of  historical  events,  anecdotes,  individual  eccen- 
tricities, etc.,  etc.  Good  teaching  will  not  avoid  these,  but  will 
give  to  them  only  the  importance  they  deserve.  (See  notes 
under  Discoveries  and  Settlements,  Sixth  Grade  work.) 


77 

EIGHTH  YEAR. 
I. 

A.  The  Defects  in  the  Articles  of  Confederation. 

B.  Arguments  in  favor  of  a  Constitution. 

C.  Ratification  of  the  Constitution. 

(a)  Arguments  pro  and  con. 

(b)  Development  of  parties. 

(c)  History  of  parties. 

The  Constitution  should  be  thoroughly  studied  in  connection 
with  the  outline.  The  pupil  is  expected  to  commit  to  memory 
very  little  of  the  Constitution.  He  is  not  expected  to  know  the 
whereabouts  of  provisions  by  Article  and  Section,  but  should 
be  able  to  give  classified  lists  of  such  provisions,  and  should  be 
able  to  give  an  intelligent  explanation  of  each  and  its  practical 
application.  Much  intelligent  conversation  is  required  to  do- 
this  part  of  the  work  well. 

II. 

A.  State  Government : 

(a)  Departments. 

(b)  Elections. 

(c)  Law-making. 

(d)  Representative  Districts. 

(e)  Voters  (eligibility). 

B.  Other  Units  of  Government,  as ;  County,  Town,  City. 

C.  Representation  in  Congress : 

Senators,  Representatives. 
Conventions,  Caucuses,  Delegates. 

III. 

Comparison  of  the  conditions  of  the  country  at  the  time  of 
the  organization  of  the  Government  with  those  now  existing. 

A.  Territory: 

(a)'  Extent. 

(b)  Acquisitions,  whence  and  how  obtained. 

(c)  Admissions. 

(d)  Government  of  territories  ;  conditions  of  admission. 


78 

i  J.  Inhabitants : 

(a)  Immigration,  whence,  character,  extent. 

(b)  Consequent  changes  in  the  habits,  character  and  sen- 

timents of  the  people. 

(c)  Naturalization  lyaws. 

(d  Effect  on  the  size  of  Congress  ;  when  changes  in  the 
:number  of  Representatives  have  been  made. 

<5.  1. — Industries: 

(a)  Inventions. 

(b)  Natural  Products. 

(c)  Manufactures. 

2. — Transportation : 

Oxen,  Horses  and  Mules,  Turnpikes,  Canals,  Steamboats, 
Railroads,  Express. 

3. — Communication : 

(a)  Postal  Service  ;  changes  in  the  rates  of  postage. 

(b)  Express. 

(c)  Telegraph. 

(d)  Telephone. 

4.— Tendency     of  Population— (Why?)— Effects    of    this 

Tendency. 
5.— Centres  of  Population— Location— Leading-  Causes. 

D.  Conditions  of  Living  : 

(a)  Newspapers. 

(b)  Books. 

(c)  Schools. 

(d)  Churches. 

(e)  Society. 

(f)  Conveniences  and  appliances. 

3E.  Modes  of  Living. 


79 


General  Remarks  on  the  Study  of  Nature. 


« 

A  very  common  complaint  against  some  of  the  work -of  the 
modern  school  is  of  the  large  number  and  variety  of  subjects 
prescribed  for  study.  It  is  urged  that  the  learner's  mind  is 
confused  and  dissipated  by  the  frequent  turning  from  one 
subject  to  another,  and  that  because  of  this  fragmentary  method 
•of  study  he  fails  in  his  grasp  of  the  parts  of  any  subject  in  a 
sequentially  arranged  entirety. 

In  too  many  instances  the  complaint  is  well  founded.  There 
is  ground  for  such  adverse  criticism  whenever  an  attempt  is 
made  to  teach  more  than  the  so-called  common  branches  of 
learning  unless  the  instruction  proceeds  from  an  under- 
standing of  the  relation  of  educational  endeavor  to  the  sum  of 
knowledge  and  also  to  those  processes  of  mental  activity  by 
which  human  knowledge  is  increased,  applied,  and  conserved. 
It  is  necessary  to  understand  the  correlation  of  the  various 
branches  of  common  knowledge  as  means  of  educative  processes 
and  also  the  relative  values  of  branches  of  common  knowledge 
as  ends  of  educational  endeavor. 

A  determination  of  the  first  part  of  this  subject  requires  a 
knowledge  of  how  the  mind  grows  and  of  how  it  acquires  facts. 

Only  by  an  understanding  of  the  correlative  values  of  educa- 
tional processes  can  educational  energies  be  conserved  and 
made  productive  of  most  good.  The  study  of  plants  in  the 
lower  grades  of  school  is  made  delightful  and  profitable  when 
it  is  prescribed,  not  to  give  the  learner  a  knowledge  of  botany, 
not  for  giving  him  botanical  facts,  but  as  a  means  of  training 
him  to  see,  as  a  means  of  getting  related  information  for  the 
learning  and  exercise  of  exact  expression  and  the  correct  use  of 


80 

language,  and  for  making  verbal  material  that  has  meaning  to 
the  child  for  his  first  reading  lessons. 

The  teaching  of  the  facts  of  the  forms  and  habits  of  animals 
will  never  serve  to  crowd  a  course  of  instruction  if  it  is  done 
that  the  learner  may  be  trained  in  methods  of  getting  knowledge 
and  in  the  use  of  idiom  in  formulating  such  knowledge,  and  if 
it  be  remembered  at  the  same  time  that  it  is  not  the  purpose  of 
this  work  to  teach  zoology. 

Teaching  some  of  the  simpler  elements  of  chemistry,  and  of 
the  simpler  fundamental  laws  of  physics,  the  facts  and  laws  of 
nature  cannot  be  considered  as  imposing  an  extra  burden  on 
the  children  by  him  who  sees  in  these  facts  and  laws,  the  be- 
ginning steps  that  must  be  taken  if  the  child  is  to  be  made  to- 
understand  the  description  and  causes  of  geographic  phenomena 
he  will  soon  be  expected  to  learn.  That  a  walk  to  the  fields, 
to  the  hill-top,  or  to  the  river-side,  takes  him  from  the  spelling 
lesson,  or  from  the  writing  lesson,  or  from  the  reading  lesson, 
is  true,  but  in  the  end  such  walk  saves  much.time  if  the  right 
use  is  made  of  it.  This  can  be  made  to  appear  if  correct  pro- 
ducts are  estimated  when  a  balance  is  struck. 

Elementary  lessons  in  plants,  animals,  chemistry,  physics, 
physical  geography  and  other  branches  of  common  knowl- 
edge become  a  necessity  to  the  teacher  who  understands 
why  the  child  is  in  school,  what  a  teacher's  duty  is  toward  his 
pupil,  and  how  such  duty  can  be  discharged,  not  only  most 
profitably,  but  also  most  easily,  most  economically,  as  well  as 
most  intelligently.  He  who  has  made  a  successful  study  of  the 
relativity  of  the  processes  of  mind  development,  together  with 
a  mastery  of  the  logical  sequences  in  the  growth  and  develop- 
ment of  subjects  which  the  child  must  learn  in  his  school  course, 
and  who  will  at  the  same  time  instruct  his  pupils  in  the  light 
of  such  information  can  never  have  a  crowded  course  of  study. 
Where  such  teaching  is  found  a  crowded  course  of  study  does 
not  exist  because  it  can  not.  A  child  thus  taught  will  not  be 
crammed,  will  not  be  overburdened  by  variety  of  subjects  to  be 
studied,  will  never  be  confused  by  change  of  subjects,  or  em- 
barrassed by  the  use  of  facts  in  their  wrong  places. 

Children  thus  taught  are  not  confused  when  examined,  or 


81 

wakeful  when  they    should   sleep,    because   of  overburdened 
brains. 

The  teacher  must  remember  that  a  knowledge  of  botany  is 
not  the  primary,  nor  hardly  a  secondary  purpose  in  giving 
plant  lessons  in  the  lower  grades  of  school ;  that  teaching  zool- 
ogy is  not  the  primary  purpose  of  giving  animal  lessons  ;  that 
a  knowledge  of  the  science  of  chemistry,  or  the  science  of 
physics,  or  of  physiology,  is  not  contemplated  by  giving  ele- 
mentary lessons  in  these  branches  of  learning. 


82 


Plant  Work. 

FIRST    YEAR, 
i 

SEEDS. 

Recognize,  name  and  describe  from  six  to  a  dozen  common 
seeds,  as ;  beans,  rice,  peas,  corn,  oats,  wheat,  coffee,  etc. 

Plant  many  seeds  of  one  kind  to  furnish  specimens  for  class 
work. 

Plant  a  few  seeds  of  each  of  several  varieties  to  establish  fact 
that  each  seed  contains  a  living  germ. 

Show  by  experiments  that  moisture,  light  and  heat  are  neces- 
sary conditions  for  the  healthy  development  of  a  plant. 

Plant  seeds  in  cotton  that  the  different  stages  of  germination 
may  be  observed. 

Study  the  parts  of  the  seed  with  the  corresponding  parts  of 
the  growing  plant  to  establish  facts  of  origin. 

Encourage  children  to  plant  seeds  at  home,  to  note  time 
needed  for  appearance  of  plants  and  for  their  final  development. 

Develop  and  write  many  stories  about  seeds  to  be  read  by 
the  children. 

Read  interesting  stories  from  standard  authors  to  be  re- 
produced orally  by  the  children. 

PLANT. 

Study  the  plant  as  a  whole,  naming,  locating  and  giving  uses 
of  its  parts  ;  roots,  stem  and  leaves. 

The  wild  flowering  plants  of  the  vicinity  should  furnish 
specimens  for  this  work. 

Experiment  to  show  uses  of  each  part  of  the  plant. 


83 
LEAVES. 

Recognize  and  name  from  six  to  a  dozen  common  leaves  and 
tell  on  what  each  grew. 

Draw,  and  describe  each  of  the  leaves  selected,  noting  size, 
•shape,  color  and  texture  (what  the  child  can  see). 

Appropriately  color  each  drawing. 

Note  whether  margins  of  the  selected  leaves  are  entire  or  cut. 

Note  the  venation  of  the  leaves  studied. 

Discover  what  the  veins  contain  and  whence  this  juice  comes. 

Invent  and  write  many  stories  about  leaves  for  the  children 
to  read. 

Read  beautiful  stories  of  leaves  from  standard  authors  to  be 
reproduced  orally  by  the  children. 

FLOWERS. 

Recognize  and  name  from  six  to  a  dozen  common  flowers. 

Tell  whether  the  flowers  selected  grew  on  tree,  bush  or 
other  plant. 

Note  the  size,  shape  and  color  of, the  flowers  studied. 

Discover  the  two  cups  of  the  flower. 

Note  whether  the  outer  and  inner  cups  consist  of  one  part  or 
of  many  parts,  respectively. 

Draw  attention  to  the  thread-like  parts  in  the  centre  of  the 
flower. 

Describe  and  draw  the  flowers  studied. 

Color  appropriately  each  drawing. 

Make  and  write  many  stories  on  flowers  to  be  read  by 
children. 

Read  stories  on  flowers  from  standard  authors  to  be  repro- 
duced orally  by  children. 

FRUIT. 

Name  and  describe  from  six  to  a  dozen  different  fruits. 

Draw  the  fruits  described  and  color  appropriately  each 
drawing. 

The  apple,  pear,  peach  or  cherry,  grape  and  acorn  are 
suggested. 


.      84 

Outline  for  study  of  the  apple  : 

1.  What  it  is  and  where  it  grows. 

2.  Covering — color. 

3.  Size  and  shape. 

4.  Dimples — (a)  stem,  (b)  eye. 

5.  Parts  (a)  Skin — color,  texture,  use. 

(b)  Pulp — color,  cells,  juice,  use. 

(c)  Core — number  of  parts,  use. 

6.  Seeds — color,  parts,  use. 

7.  Uses. 

Follow  a  corresponding  outline  for  each  of  the  other  fruits 
studied. 

Compare  the  fruits  studied. 

Develop  and  write  many  descriptions  of  fruits  to  be  read  by 
the  children. 

Read  stories  on  fruit  from  standard  authors  to  be  reproduced 
orally  by  the  children. 

In  each  lesson  every  child  should  have  one  or  more  speci- 
mens, otherwise  the  work  should  not  be  done. 


SECOND  YEAR. 
SEEDS. 

"  Name,  recognize  and  describe  from  six  to  a  dozen  common 
seeds,  as ;  beans,  rice,  corn,  oats,  wheat,  coffee,  etc. 

Plant  many  seeds  of  one  kind  to  furnish  specimens  for  class 
work. 

Plant  a  few  seeds  of  each  of  several  varieties  to  establish  fact 
that  each  seed  contains  a  living  germ. 

Show  by  experiments  that  moisture,  light  and  heat  are  neces- 
sary conditions  for  the  healthy  development  of  a  plant. 

Plant  seed  in  cotton  that  the  different  stages  of  germination 
may  be  observed. 

Study  the  parts  of  the  seed — seed-coat,  seed-leaves  and  germ. 

Compare  the  parts  of  the  seed  with  the  corresponding  part  of 
the  growing  plant  to  establish  facts  of  origin. 


85 

Encourage  children  to  plant  seeds  at  home  and  to  note  time 
needed  for  appearance  of  plants  and  their  final  development. 

Develop  and  write  many  descriptions  on  seeds  to  be  read  by 
the  children. 

Read  beautiful  stories  on  seeds  from  standard  authors  to  be 
reproduced  orally  by  the  children.  Train  the  children  in  correct 
English. 

THE  PLANT. 

Study  the  plant  as  a  whole,  naming,  locating  and  giving  uses 
of  its  parts — roots,  stems,  leaves. 

Show  by  experiment  uses  of  each  part. 

BOOTS. 

Distinguish  between  fibrous  and  fleshy  roots. 

Recognize,  name  and  describe  from  four  to  six  fleshy  roots, 
as ;  beets,  turnips,  radishes,  carrots,  parsnips,  etc. 

Draw  the  roots  described,  and  color  appropriately  each 
drawing. 

Note  the  size,  shape,  color  and  use  of  each  root  described. 

Note  likenesses  and  differences  between  the  several  fleshy 
roots  studied. 

Note  likenesses  and  differences  between  fleshy  and  fibrous 
roots. 

Develop  and  write  many  stories  on  roots  for  children  to  read. 

Read  stories  on  roots  from  standard  authors  for  oral 
reproduction. 

STEMS. 

Recognize,  name  and  describe  erect,  climbing  and  running 
stems.  Find  examples  under  each. 

Distinguish  between  woody  stems  and  juicy  stems. 

Find  and  name  several  plants  having  woody  stems  and 
several  having  juicy  stems. 

Study  the  shapes  of  stems — round,  triangular  and  square — and 
find  several  examples  of  each. 

Invent  and  write  stories  about  stems  to  be  read  by  children. 

Read  stories  about  stems  for  oral  reproduction. 


86 
LEAVES. 

Recognize,  name  and  draw  from  ten  to  twenty  common  leaves 
and  tell  on  what  each  grew. 

Appropriately  color  each  drawing  made. 

Describe  each  of  the  selected  leaves  noting  size,  color,  shape 
and  texture  (what  the  child  sees). 

Study  the  parts  of  the  leaf — the  blade  and  the  foot-stalk. 

Study  the  apex,  margin  and  base  of  each  of  the  leaves 
described. 

Note  the  venation  of  leaves  studied,  and  distinguish  between 
the  frame  work  and  the  filling. 

Discover  what  the  veins  contain,  and  whence  this  juice  comes. 

Observe  likenesses  and  differences  of  leaves  studied. 

Invent  and  write  many  stories  of  leaves  to  be  read  by  the 
children. 

Read  beautiful  stories  about  leaves  from  good  authors  to  be 
reproduced  by  the  children. 

FLOWERS. 

Recognize  and  name  from  ten  to  twenty  common  flowers. 

Tell  whether  the  flowers  selected  grew  on  a  tree,  bush  or 
other  plant. 

Note  the  size,  shape,  color  and  arrangement  of  the  flowers 
studied. 

Discover  the  two  cups  of  the  flower,  note  their  relative  posi- 
tion and  name  the  parts  of  which  each  is  composed. 

Note  whether  the  petals  and  sepals  are  united  or  not. 

Discover  and  name  the  stamens  and  pistil. 

Describe  and  draw  the  flowers  studied. 

Color  appropriately  each  drawing. 

Observe  likenesses  and  differences  between  flowers  selected. 

Make  and  write  many  stories  of  flowers  to  be  read  by  the 
children. 

Read  stories  about  flowers  from  standard  authors  to  be  re- 
produced by  children.' 

In  each  lesson  every  child  should  have  one  or  more  speci- 
mens, otherwise  the  work  should  not  be  done. 


87 

THIRD  YEAR. 
LEAVES. 

Name  and  draw  from  ten  to  twenty  common  leaves  and  tell 
on  what  each  grew. 

Appropriately  color  each  drawing. 

Name  and  define  the  parts  of  the  leaf — blade,  footstalk  and 
stipules. 

Observe  the  size,  color,  shape  and  texture  of  the  leaves 
studied. 

Study  the  apex,  margin  and  base  of  each  of  the  leaves 
described. 

Distinguish  between  parallel-veined  leaves  and  net-veined 
leaves.  Find  and  name  many  illustrations  under  each. 

Distinguish  between  feather-veined  leaves  and  palmately- 
veined  leaves.  Find  and  name  many  illustrations  of  each. 

Distinguish  between  simple  leaves  and  .  compound  leaves. 
Find  and  name  many  illustrations  of  each. 

Distinguish  between  leaves  and  leaflets,  and  between  leaf- 
stalks and  branches. 

Make  full  descriptions  of  each  leaf  studied. 

Observe  likenesses  and  differences  between  the  leaves  studied. 

Read  beautiful  stories  about  leaves  from  standard  authors  to 
be  reproduced  by  children. 

FLOWERS. 

Name  and  draw  from  ten  to  twenty  common  flowers. 

Color  appropriately  each  drawing. 

Note  the  size,  shape,  color  and  arrangement  of  the  flowers 
studied. 

Name  and  locate  the  parts  of  the  flower — corolla,  calyx, 
stamens,  pistil. 

Name  and  define  the  petals  and  sepals. 

Distinguish  between  monopetalous  flowers  and  polypetalous 
flowers.  Find  and  name  many  illustrations  of  each. 

Study  the  parts  of  the  stamen — stalk  and  pollen — and  the 
parts  of  the  pistil — stalk  and  seed  vessel. 


88 

Note  the  union  of  stamens,  also  the  union  of  pistils,  in  many 
flowers.  Find  and  name  flowers  whose  stamens  or  pistils  are 
united. 

Study  a  few  flowers  under  Composite. 

Describe  in  full  the  flowers  studied. 

Observe  likenesses  and  differences  between  the  flowers 
selected. 

Read  stories  about  flowers  from  standard  authors  to  be  re- 
produced by  the  children. 

BUDS. 

Note  when  and  where  on  the  plant  buds  first  appear. 

Distinguish  between  side  (axillary)  buds  and  end  (terminal) 
buds. 

Observe  the  scar  below  each  axillary  bud  and  discover  what 
it  indicates. 

Note  the  various  outer  coats  of  the  buds  studied  and  give 
their  uses. 

Note  the  different  ways  in  which  the  leaves  are  folded  within 
the  buds. 

Distinguish  between  leaf  buds  and  flower  buds. 

Note  when  buds  swell  and  open. 

Describe  many  buds. 

Observe  likenesses  and  differences  between  buds  studied. 

Draw  the  buds  and  appropriately  color  the  drawings. 

Invent  and  write  many  stories  about  buds  to  be  read  by  the 
children. 

Read  stories  about  buds  from  standard  authors  for 
reproduction. 

In  each  lesson  each  child  should  have  one  or  more  specimens, 
otherwise  the  work  should  not  be  done. 


89 

FOURTH   YEAR. 
FLOWERS. 

Name,  draw  and  describe  from  ten  to  twenty  flowers  includ- 
ing many  fruit  blossoms. 

Color  appropriately  each  drawing  made. 

Name  and  define  the  parts  of  the  flower — calyx  (sepals), 
corolla  (petals),  stamens  and  pistil. 

Define  monopetalous  and  polypetalous  flowers,  monosepalous 
•and  polysepalous  flowers. 

Find  and  name  many  examples  of  each. 

Study  the  parts  of  the  stamens  and  discover  use  of  the  pollen. 

Note  whether  stamens  are  united  or  not. 

Study  the  parts  of  the  pistil  and  watch  the  development  of 
fruit  from  the  ovary. 

Note  whether  pistils  are  united  or  not. 

Study  perfect  and  imperfect  flowers,  complete  flowers,  sym- 
metrical and  unsymmetrical  flowers. 

Find  and  name  examples  of  each  kind. 

Note  arrangement  of  the  flowers  studied. 

Read  many  stories  about  flowers  from  standard  authors  for 
reproduction. 

Read  and  memorize  a  few  short,  appropriate  poems  on  flowers. 

Comparisons  of  flowers  studied. 

FRUIT. 

Name  and  describe  many  fruits. 

Draw  the  fruits  described  and  color  appropriately  each 
drawing. 

Study  each  kind  of  fleshy  fruit,  as  ;  the  grape,  lemon,  orange, 
•cucumber,  apple,  etc. 

Study  stone  fruits,  as ;  cherry,  peach,  plum,  blackberry, 
raspberry,  etc. 

Study  a  few  dry  fruits,  as  ;  nuts,  grain,  etc. 

Study  uses  of  fruit  described. 

Observe  likenesses  and  differences  between  the  different 
fruits  studied. 


90 

Read  many  stories  about  fruit  from  standard  authors  for 
reproduction. 

Read  and  memorize  a  few  short,  appropriate  poems  on  fruit. 

In  every  lesson  each  child  should  have  one  or  more  specimens, 
otherwise  the  work  should  not  be  done. 

Outline  for  work  on  the  orange  : 
Shape— spherical 

Color— orange 

Surface — curved  smooth  or  rough  circles  on  surface — prick 
circles 

Bind— color  of  inside 

texture  of  outside — firm 

texture  of  inside — soft,  fibrous 

sacs  in  outer  rind — shape,  contents,  uses 

relation  of  circles  on  outside  to  these  sacs 

uses 

Pulp — creases  from  end  to  end 

number  of  segments  in  each  half 

shape  of  segments — straight  inner  edge,   curved  outer 

edge 

covering  of  segments — color — texture 
cells — color,   size,  shape  (spindle),   direction,    contents 

(sweet  or  sour),  arrangement,  uses 

Seeds— position  in  segments 
attachment 

seed  coats — number,  color,  texture 
food  cups 
root 

uses  of  seeds,  rind  and  pulp  to  man 
layers  of  oil  sacs  help  make  rind  water-proof 

Experiments— squeeze  rind  over  flame  )     ,  ,     . 

squeeze  rind  into  water  j  draw  Conclusions 

squeeze  juice  of  cells  into  water  j  draw  conclu- 
squeeze  juice  of  cells  over  flame  }      sions 


91 


Animal  Work, 


FIRST  YEAR. 
INSECTS. 

Obtain  live  specimens  of  various  insects  common  to  this 
vicinity.  The  grasshopper,  butterfly,  katy-did,  fly,  moth, 
dragon-fly,  are  suggested. 

The  insects  selected  form  most  excellent  subjects  for  many 
of  the  early  conversational  lessons.  They  should  be  liberated 
after  use. 

Make  collections  of  larvae  of  various  insects.  Feed  with  the 
leaves  of  the  same  kind  of  tree  or  bush  from  which  they  were 
obtained. 

The  spinning  of  the  cocoon,  and  the  perfect  insect  which  later 
emerges  from  it,  should  be  noted  by  the  child. 

Appropriate  stories,  poems  and  songs  should  be  given 
pupils  in  connection  with  insect  work. 

BIRDS. 

Interest  children  in  the  birds  of  this  vicinity,  in  their  homes, 
in  the  time  of  their  earliest  appearance,  etc. 

Study  the  robin  or  sparrow,  the  duck  or  goose,  the  hen. 
Work  with  the  specimen  before  the  child. 

Avoid  entering  too  much  into  detail  in  these  descriptions. 
Seek  rather  to  impress  upon  the  children  the  adaptation  of 
structure  of  the  animal  to  use  and  to  environment. 

Note  the  likenesses  and  differences  between  the  duck  and  the 
goose  ;  between  the  duck  and  the  hen.  Compare  and  contrast 
the  feet  and  the  bills  of  the  hen  and  duck  and  draw  conclusions. 


92 

Invent  and  write  many  short  descriptions  and  stories  about 
the  animals  studied,  to  be  read  by  the  children. 

Read  stories  on  animals  from  standard  authors  to  be  repro- 
duced orally  by  the  children. 

Encourage  the  children  to  draw  the  animals  studied  or  at 
least  to  draw  characteristic  parts  of  each. 

MAMMALS. 

Study  the  cat,  dog,  squirrel,  rabbit,  mouse,  horse  and  fox. 
Work  with  the  specimen  before  the  child  when  practicable. 

The  remarks  given  under  Birds  apply  to  the  study  of  these 
.  animals. 

SECOND  YEAR. 
INSECTS. 

Study  the  grasshopper,  bee,  butterfly  or  moth,  and  fly. 

Note  the  parts,  habits,  uses  and  food  of  each. 

Draw  the    insects    studied    and    color    appropriately  each 

-  drawing. 

Emphasize  the  adaptation  of  parts  to  uses  and  habits. 

Interest  the  children  in  searching  for  the  homes  of  insects 
studied  ;  in  watching  the  method  used  in  obtaining  food ;  in 
noting  what  becomes  of  them  in  winter,  etc. 

Make  collections  of  the  larvae  of  the  butterfly  and  moth. 
Feed  with  the  leaves  of  the  plant  on  which  they  were  found. 
Ivet  children  watch  the  spinning  of  the  cocoon  and  note  the 
time  which  elapses  between  that  and  the  appearance  of  the 
perfect  insect. 

Observe  likenesses  and  differences  between  the  different 
insects  studied. 

Develop  and  write  many  short  descriptions  and  narrations  to 
t>e  read  by  the  children. 

Stories  and  poems  by  standard  authors  should  be  read  to  the 

-  children  for  oral  reproduction. 

Each  child  should  be  provided  with  a  specimen  of  the  insect 
:  studied.  Use  live  specimens  when  practicable. 


93 
BIRDS. 

Study  the  duck,  hen,  hawk,  crane,  robin  and  blue-bird. 

Note  under  each  the  size,   shape,   covering,  parts,   habits,, 
uses  and  food. 

Characteristic  parts  and  habits  should  receive  most  attention. 

Adaptation  of  parts  to  mode  of  life  should  be  a  prominent 
feature  in  each  description. 

Study  the  likenesses  and  differences  between  the  birds  named 
and  draw  conclusions. 

Compare  and  contrast  corresponding  characteristic  parts  and 
draw  conclusions. 

Other  swimmers,  waders,  scratchers,  birds  of  prey,  etc., 
should  be  named.  The  Zoological  Garden  and  the  Museum 
can  be  used  to  an  advantage  in  this  work. 

Develop  and  write  many  short  descriptions  and  stories  to  be 
read  by  the  children. 

From  outline  or  questions  have  children  write  many  descrip- 
tions and  narrations  of  birds. 

Read  interesting  stories  about  birds  from  standard  authors  to- 
be  reproduced  by  children. 

Have  children  draw  the  birds  studied  and  color  appropriately 
each  drawing. 

Draw  characteristic  parts  of  each  bird. 

Work  with  specimen  of  the  bird  studied  before  the  children,. 


THIRD  YEAR. 
INSECTS. 

Study  the  bee,  beetle  and  grasshopper. 

Every  child  should  be  provided  with  a  specimen  of  the  insect 
studied.  Children  should  make  their  own  collections  of  insects^ 

Not  only  should  the  structure  of  these  insects  be  studied  but 
their  habits,  homes,  food,  time  of  appearance,  winter  abode,  etc.r 
should  be  made  subjects  of  interest  to  the  child. 

In  the  study  of  bees,  secure  specimens,  if  possible,  of  the  dif- 
ferent kinds,  of  honey-comb,  of  bee  bread,  etc. 


94 

Set  children  to  search  for  the  grubs  of  beetles,   for  young 
;  grasshoppers. 

Let  the  study  of  adaptation  of  structure  to  uses  and  mode  of 
living  be  made  a  strong  feature  of  the  work. 

Observe  likenesses  and  differences  between  the  insects  studied 
and  draw  conclusions. 

Develop  and  write  many  descriptions  and  narrations  of  the 
insects  studied. 

Many  descriptions  and  narrations  should  be  written  by  the 
children  from  outline  or  questions. 

Interesting  stories  in  both  prose  and  verse  about  insects, 
from  standard  authors,  should  be  read  to  the  children  for 
reproduction. 

Draw  each  insect  studied  and  color  appropriately  each 
drawing. 

SPIDERS. 

Have  children  make  collection  of  spiders. 

Study  the  parts,  habits,  uses,  adaptation  of  parts  to  mode  of 
living,  etc. 

Observe  likenesses  and  differences  between  spiders  and  two 
or  more  insects  studied  and  draw  conclusions. 

Have  children  observe  the  structure  and  shape  of  the  spider's 
web. 

If  possible  let  them  watch  the  spider  while  spinning  its  web- 
Develop  and  write  many  descriptions  and  narrations  of  spiders 
to  be  read  by  the  children. 

Have  children  write  many  descriptions  and  narrations  from 
outlines  or  questions. 

Read  many  stories  in  prose  and  verse  about  spiders  from 
standard  authors  for  reproduction.  A  few  of  the  short  poems 
should  be  memorized. 

Draw  spiders  studied  and  color  appropriately  each  drawing. 

The  use  of  the  magnifying  glass  will  add  greatly  to  the 
interest  of  the  work. 

GNAWERS. 

Study  the  squirrel,  rabbit,  mouse,  rat,  beaver,  and  prairie- 
•  dog. 


95 

Work  with  the  live  specimen  before  the  children  when 
possible,  otherwise  use  mounted  specimens. 

The  parts  of  each  animal  should  be  noted,  considering  more 
in  detail  characteristic  parts. 

Emphasize  adaptation  of  structure  to  use  and  environment. 

^he  habits  of  these  animals,  the  food  they  eat  and  how 
obtained,  the  homes  they  construct,  the  provision  they  make 
for  the  winter,  their  life  during  the  cold  season,  etc.,  should  be 
dwelled  upon  in  this  study. 

The  different  animals  of  the  group  should  be  compared  and 
contrasted,  and  conclusions  drawn. 

Have  the  children  name  other  gnawers.  Use  the  Zoological 
•Garden  and  Museum  in  this  work. 

Develop  and  write  many  descriptions  and  stories  of  gnawers 
to  be  read  by  the  children. 

Have  children  write  descriptions  and  narrations  from  outline 
or  questions. 

Read  appropriate  stories  in  prose  and  verse  about  gnawers 
from  standard  authors  to  be  reproduced  by  the  children. 
The  short  poems  should  be  memorized. 

The  animals  studied  should  be  drawn  by  the  children,  or  at 
least  characteristic  parts  should  be  drawn.  Color  appropriately 
each  drawing. 

FROGS  AND  TOADS. 

Study  the  frog,  toad  and  treetoad. 

Secure  specimens  of  each  animal  studied. 

Keep  specimens  of  the  tadpole  before  the  children  so  that 
the  development  of  the  toad  or  frog  may  be  seen. 

Note  the  changes  that  occur  in  the  tadpole.  Compare  the 
tadpole  with  the  frog  or  toad. 

For  the  study  of  the  frog,  follow  a  similar  plan  to  the  one 
given  for  the  study  of  gnawers. 

FOURTH  YEAR. 
INSECTS. 

Study  the  paper  wasp,  the  mud  wasp,  the  caterpillar  and 
"butterfly,  and  the  silkworm  and  silk  moth. 


96 

Collections  of  insects  studied  should  be  made  so  that  eacb. 
child  may  have  a  specimen  for  investigation. 

The  spinning  of  the  cocoons  by  the  larvae  should  be  watched 
by  the  children  and  the  time  noted  which  elapses  before  the 
perfect  insects  appear. 

The  parts  of  each  insect  studied  should  be  noted  and  flie 
adaptation  of  parts  to  modes  of  living  dwelled  upon. 

Secure,  if  possible,  the  nest  of  the  paper  wasp  and  the 
mud  wasp. 

Note  peculiar  habits  of  the  insects  studied,  their  weapons  of" 
defense,  food,  length  of  life,  etc. 

I/ikenesses  and  differences  between  the  insects  studied  should 
be  observed  and  conclusions  drawn. 

Children  should  write  many  descriptions  and  narrations  of 
insects  studied  either  from  outlines  or  questions. 

Many  interesting  stories  about  insects  from  standard  authors- 
should  be  read  and  reproduced  by  the  children. 

Short,  appropriate  poems  about  insects  should  be  memorized 
by  the  children. 

The  insects  studied  should  be  drawn  and  appropriately 
colored. 

MAMMALS. 

Study  the  dog,  the  cat  and  the  bear  as  types  of  the  families- 
they  represent. 

Work  with  the  specimens  before  the  children  when  prac- 
ticable. 

The  study  of  the  characteristic  features  of  the  animals- 
considered,  together  with  the  adaptation  of  structure  to  use  and 
to  environment,  should  be  a  strong  feature  of  the  work. 

The  peculiar  habits,  food  and  how  obtained,  modes  of 
defense,  etc.,  of  each  animal  should  be  noted. 

Children  should  be  directed  to  the  Zoological  Gardens  and  to 
the  National  Museum  to  discover  other  animals  having  similar 
characteristic  parts  to  the  type  animals  studied. 

Comparisons  between  animals  of  the  same  family  and  also 
between  animals  of  the  different  families  studied,  should  be 
written  by  the  children. 


97 

Descriptions  of  both  type  animals  and  of  families  should  be 
written  by  the  children  either  from  outline  or  questions. 

Appropriate  descriptions  and  narrations  about  the  animals 
studied  from  standard  authors  should  be  read  and  reproduced 
by«the  children. 

Short,  appropriate  poems  about  the  animals  studied  should  be 
memorized  by  the  children. 

The  animals  studied,  together  with  the  characteristic  parts  of 
each,  should  be  drawn  by  the  children. 

These  drawings  should  be  appropriately  colored. 

BIRDS. 

Lead  children  to  discover  characteristic  features  which  dis- 
tinguish birds  from  other  animals. 

Obtain  a  skeleton  of  a  bird  to  show  structure,  lightness  of 
bones,  etc. 

Study  the  structure  of  the  feathers  of  birds. 

Note  the  arrangement  of  feathers  on  the  bodies. 

Study  types  of  land  birds,  water  birds  and  air  birds. 

Work  with  the  specimens  before  the  children. 

From  a  study  of  likenesses  and  differences  in  structure  and 
habits,  establish  the  three  groups — land,  water  and  air  birds. 

Compare  and  contrast  birds  of  the  same  group,  as  ;  the  duck 
and  grebe  and  establish  the  families  Swimmers  and  Divers. 

Observe  likenesses  and  differences  between  birds  of  the  other 
groups  and  draw  conclusions. 

Use  the  Zoological  Gardens  and  the  National  Museum  in 
this  work. 

Let  the  comparisons  made  furnish  the  subjects  for  written 
compositions. 

Write  many  descriptions  and  narrations  of  birds  either  from 
outline  or  questions. 

Children  should  read  descriptions  and  stories  of  birds  from 
standard  authors  for  reproduction. 

The  birds  studied  and  characteristic  parts  of  each  should  be 
•drawn,  and  each  drawing  appropriately  colored. 


98 


Physiology. 


FIRST  YEAR. 

The  human  body  lessons  in  the  first  grade  should  be  very 
general,  covering  the  main  features  of  the  body  and  its  care.. 
The  study  affords  an  excellent  opportunity  for  training  the 
children  in  habits  of  order,  neatness  and  propriety.  From  this 
it  will  be  seen  that  the  lessons  on  the  care  of  the  body  should 
emphasize  quite  as  much  the  when  as  the  how  of  such  care. 

language  teaching  should  be  carried  on  simultaneously  with 
that  of  physiology  and  hygiene.  The  expression  of  what  the 
child  learns  here  is  of  as  much  importance  as  tho.  facts  he  learns 
and  is  a  good  test  of  the  definiteness,  clearness,  precision  and 
completeness  of  his  acquisition  of  those  facts. 

The  course  in  physiology  for  the  first  year  includes  the  study 
of  the  following  : 

I.  Head 
II.  Trunk 

III.  Upper  extremities 

IV.  Lower  extremities 

V.  The  skin — the  general  protection  of  the  body  against 
cold,  dampness  and  uncleanliness 

I.  Head 

(  Top  or  crown 

Part*  J    Fr0nt  °r  iace 
3  1  Sides 

[Back 
1.  The  hair  covering  the  front  and  back  parts — use 

T  Combing 
Care  <  Brushing 

(  Keeping  clean  and  neat 


99 


2.  On  the  sides  of  the  head  are  the  ears.     Their  use  — 
hearing 

{Cleanse  with  warm  water  —  how  often  ? 
Do  not  put  objects  into  them. 
Do  not  pick  them  with  sharp  instruments. 

C  Forehead  —  position 


Parts 

Position  of  each  part 
Use  of  each  part 
Care  of  each  part 


3    Front 


Eyes 


Care 


I 

f  Position 


Keep  clean  ;  do  not  nib 
them  ;  do  not  rub  them 
when  cinders  get  into 
them;  do  not  strain  them 
by  looking  at  the  sun  ; 
by  using  in  poor  light 
or  looking  cross-eyed. 
When  reading,  let  the 
light  fall  over  the  left 
shoulder. 


Nose 


Uses 

["Keep  clean;   proper  time — 
Care  <      manner;  do  not  put  sub- 
t     stances  into  the  nose. 


Cheeks — position,  right  and  left 
Ivips  and  use — upper  and  lower 
Chin — position 


II.  Trunk — general  use — to  hold    together  all  parts   of 
the  body 

III.  Upper  extremities 

Arm 

Fore- arm 
Wrist 
Hand 

Give  the  position  of  each  part. 


Parts 


100 


Give  the  connection  of  parts — -joints. 
Give  parts  and  positions  of  parts  of  hand — back,  thumb, 
nails,  palm,  fingers. 

(  Work  (elaborate) 

Uses  of  hand  •<  Carrying  food  to  mouth 
t.  Protection 

C  Keep  dry  and  clean. 
Keep  the  nails  clean  and  short  (when 

Care  of  hand  <        and  how)' 

1  I    Do  not  bite  the  nails. 

!   Do  not  strain  the  joints  by  pulling  apart 
{_      and  making  them  crack. 

IV.  lyower  extremities 
Thigh,  leg,  ankle,  foot 
Position  of  each  part 
Connection  of  each  part 

Parts — heel,  instep,  sole,  toes 
Position — heel,  instep,  sole,  toes 
Uses — running,  walking,  jumping 


Foot 


Care 


Keep  clean. 

f  Sitting 

Position  when  <  Standing 
(_  Walking 

Do  not  stand  on  the  side  of  the  foot. 
Avoid  wearing  tight  shoes. 


V.  Skin 
Use 

Care 


f  Keep  clean. 
Bathing — when,  how  often,  how. 


SECOND  YEAR. 

(See  first  year  course). 

The  work  this  year  should  be  more  definite  than  it  is  possible 
or  desirable  to  make  it  the  first  year. 


101 

The  same  general  course  given  for  the  first  year  may  be 
pursued,  emphasizing  the  laws  of  health,  and  giving  special 
attention  to  the  evil  effects  of  narcotics  and  intoxicants. 


THIRD  YEAR. 

During  the  second  half  of  the  year,  use  the  Child's  Health 
Primer  as  a  supplementary  reading  book  to  page  61.  Sup- 
plement this  book  by  conversational  lessons,  leading  the  pupils 
to  talk  freely  and  connectedly,  giving  especial  emphasis  to  the 
evil  effects  of  the  use  of  narcotics  and  intoxicants. 

Bones : 

Make  a  collection  of  bones ;  observe  form,  size,  color, 
covering,  etc. 

Classify  :  long,  short,  flat  and  irregular  bones.  Locate,  give 
use,  and  note  the  adaptation  of  form  or  structure  to  use. 

Peel  off  the  membrane  covering  a  fresh  bone.  Pound  or 
grind  a  dry  bone  to  powder. 

Obtain,  by  sawing,  tranverse  and  longitudinal  sections  of 
fresh  bones  and  old  dry  bones. 

Observe  tissue,  cells,  marrow  and  openings  for  the  entrance 
of  blood  vessels. 

Steep  a  long  bone  in  diluted  nitric  acid  for  a  few  days.  Take 
it  out,  stretch  it,  bend  it,  tie  it  in  a  knot.  Account  for  the 
change  from  a  hard,  unyielding,  to  a  soft,  pliable,  elastic  sub- 
stance. 

Burn  a  bone  in  an  open  fire  for  a  short  time.  Strike  it 
gently.  Why  does  it  break  and  crumble  ?  Account  for  the 
change  in  substance.  What  has  the  bone  lost  ? 

Obtain  a  fresh  joint  from  the  market ;  observe  the  color  and 
texture  of  the  cartilage  coat  at  the  ends  of  the  bones. 

Cut  a  section  of  a  joint ;  observe  its  working.  Locate  and 
give  use  of  the  principal  joints  of  the  body. 

Muscle : 

Procure  some  lean  meat ;  call  attention  to  the  color,  bundles 
of  fibers  and  the  connective  tissue  between  and  around  the 
muscles. 


102 

Observe  meat  after  it  has  been  cooked  in  various  ways  ;  also 
pressed  beef  and  chipped  beef. 

Boil  a  piece  of  corned  beef ;  tear  into  shreds  the  bundles  of 
fibers,  which  separate  easily,  and  observe  under  a  microscope. 

Any  lean  meat  will  serve  as  an  example  of  a  voluntary  muscle 
while  the  heart  or  the  coating  of  the  stomach  furnishes  illustra- 
tions of  an  involuntary  muscle. 

Explain  the  action  of  each  in  regard  to  the  will,  and  show 
that  when  a  muscle  shortens  its  length  it  increases  in  thickness. 


FOURTH   YEAR. 

Complete    the    Child's    Health    Primer  from   page    60    as 
supplementary  reading  matter. 
See  Reading,  fourth  year. 

The  Heart : 

Get  a  beef's  heart  from  the  market ;  call  attention  to  shape 
and  color,  and  show  by  reference  to  the  manikin  the  position 
of  the  heart  in  the  human  body,  and  how  it  is  protected. 

Notice  the  veins  and  arteries  and  give  the  use  of  each,  by 
briefly  tracing  the  circulation  of  the  blood  through  the  heart. 

lyisten  to  the  beating  of  the  heart,  and  feel  the  pulse  in  the 
wrist  and  neck. 

Run  or  exercise  in  some  way  and  observe  the  quickened 
action  of  the  heart. 

The  Lungs : 

Wash  and  carefully  dry  the  lungs  of  a  sheep.  Observe  num- 
ber, shape,  color,  location  and  lobes. 

Innate  the  lungs  by  breathing  through  the  trachea. 

Cut  a  transverse  section  of  the  trachea. 

Show  how  it  is  held  open  by  rigid  rings  of  cartilage.  How 
are  the  rings  completed  in  the .  back  ? 

Cut  away  the  lung  tissue  exposing  the  bronchi  and  bron- 
chial tubes ;  notice  the  air  cells  and  the  spongy,  elastic 
substance  of  the  lung  tissue.  Throw  a  piece  in  some  water. 
Why  does  it  float  ? 


103 

Obtain,  if  possible,  the  swimming  bladder  of  a  fish  or  the 
lungs  of  a  reptile.  Compare  with  the  lungs  of  other  animals. 

The  Skin : 

Examine  the  pores  of  the  skin  with  a  microscope.  Their 
use.  Importance  of  keeping  them  open. 

Teach  briefly  ;  the  layers  of  the  skin,  number,  color,  compo- 
sition, name  and  use ;  the  tissues — connective  and  adipose — 
texture,  distribution,  location  and  use ;  the  sweat  glands  and 
modifications  of  the  skin,  the  hair  and  nails. 


FIFTH    YEAR. 

Use  Hygiene  for  Young  People  to  page  109,  for  supple- 
mentary reading. 

See  Reading,  fifth  year. 

The  most  effective  way  of  teaching  the  evil  results  of  the  use 
of  narcotics  and  intoxicants  is  to  show  the  real  nature  of  tissue 
and  the  ease  with  which  it  is  destroyed  or  made  incapable  of 
performing  its  proper  functions  in  sustaining  life  and  giving 
enjoyment. 

B  ioi  i  PS  : 

Soak  a  bone  in  weak  muriatic  acid  to  remove  the  mineral 
matter.  Its  hardness  and  solidity  gone,  the  bone  may  be  bent 
and  tied  in  a  knot. 

Subject  a  bone  to  strong  heat  to  remove  the  animal  matter. 
It  is  now  very  brittle  and  will  break  or  crumble  at  the  slightest 
touch. 

Cut  a  section  of  a  fresh  bone  and  peel  off  the  dense  fibrous 
membrane  on  the  exterior.  What  is  its  use  ?  Notice  the 
marrow. 

Saw  an  old  bone  lengthwise  and  notice  the  loose,  spongy 
interior  with  its  communicating  cells  and  spaces. 

Obtain  a  joint  from  the  market,  remove  the  outer  layer  of 
tissue  and  observe  the  strong,  compact  ligaments. 

Cut  a  fresh  joint,  notice  the  watery  fluid  which  escapes  from 
the  membrane  investing  the  cartilage.  Its  use. 


104 

Cut  a  longitudinal  section  of  a  joint  to  see  how  smoothly  it- 
works  ;  observe  also,  the  strength  of  the  ligaments  and  the  deep 
shining  layers  of  cartilage. 

Cut  the  cushion  of  cartilage  between  two  adjoining  vertebrae. 
Compare  with  the  cartilage  found  at  the  joints. 

Muscle : 

Examine  a  piece  of  lean  meat,  noticing  the  bundles  of  delicate 
ruddy  fibers  and  the  whitish  connective  tissue. 

Compare  the  solid  voluntary  muscles  and  the  hollow  invol- 
untary muscles  as  to  general  appearance,  distribution,  numbers, 
use  and  domination  by  the  will. 

Procure  the  leg  of  a  fowl  for  showing  tendons  and  illustrating 
their  use. 

Show  how  a  muscle  in  use  shortens  in  length  and  increases 
in  thickness.  Explain  "muscular  contractility,"  and  show 
the  dependence  of  the  body  upon  it  for  performing  ordinary 
motions,  as  well  as  for  changing  the  expression  of  the  face  in 
reflecting  the  emotions. 

Digestive  Organs : 

Observe  the  digestive  organs  of  a  rabbit  or  a  chicken. 
Though  differing  from  those  of  the  human  body,  they  may  be 
studied  to  advantage  and  comparisons  drawn. 

While  not  to  be  studied  exhaustively,  a  general  knowledge 
should  be  obtained  of  the  machinery  for  dividing  and  grinding 
the  food  ;  of  the  fluids  for  dissolving  it  and  of  the  canals  and  recep- 
tacles through  which  it  passes. 

Models  which  will  be  found  helpful  for  the  work  of  this  grade 
may  be  seen  at  the  Medical  Museum. 


SIXTH  YEAR. 

Hygiene  for  Young  People  completed  from  page  108. 

The  Respiratory  Organs : 

Procure  from  a  butcher  a  complete  larynx,  an  organ 
of  respiration.  Observe  its  shape,  position,  the  epiglottis  and 
vocal  chords. 


105 

Obtain  from  the  same  source  the  lungs  of  an  ox  or  a  sheep  ; 
cleanse  in  cold  water  and  dry  carefully. 

Cut  a  section  of  the-trachea  ;  observe  the  rigid  rings  of  carti- 
lage which  prevent  it  from  collapsing ;  the  connective  tissue 
binding  the  rings  together  and  the  membranous  lining. 

Inflate  the  lungs  with  a  pair  of  bellows  or  breathe  into  the 
trachea  through  a  tube,  making  them  expand  as  in  inspiration. 
They  will  collapse  as  in  expiration  as  soon  as  the  mouth  or 
bellows  is  removed. 

Cut  away  the  spongy  mass  of  lung  tissue  ;  observe  the  interior 
of  the  lungs,  the  bronchi  and  bronchial  tubes  and  show  by  a 
microscope  the  air  cells  at  the  ends  of  the  tubes. 

Fill  the  lungs  with  air  and  throw  them  into  a  tub  of  water  ; 
they  float.  Exhaust  the  air  ;  why  do  they  shrivel  and  sink  ? 

Give  exercises  in  breathing  to  further  illustrate  inspiration 
and  expiration. 

The  Heart: 

Have  the  butcher  furnish  a  heart  enclosed  in  the  pericardium 
or  membranous  sac.  Rip  the  bag  with  a  pair  of  scissors  ; 
notice  the  inner  and  outer  layers  of  membrane.  Which  is 
attached  to  the  heart  ?  What  is  the  use  of  the  fluid  which 
escapes  from  between  the  layers  ? 

Cut  the  heart  open  to  show  the  cavities. 

Compare  the  upper  and  lower  cavities. 

Give  reasons  for  differences. 

Compare  the  right  and  left  ventricle  ;  observe  the  walls,  par- 
titions and  linings.  Find  cause  for  the  difference  in  size  and 
structure  by  comparing  the  work  performed  by  each. 

Notice  the  aorta  and  the  pulmonary  artery. 

Compare  walls  of  veins  and  arteries. 

Cut  the  ventricles  away  from  the  auricles  so  that  the  thin 
membranous  valves  between  them  may  be  exposed. 

Illustrate  by  the  manikin  or  models  at  the  Medical  Museum, 
the  circulation  of  the  blood  through  the  body. 


106 
EIGHTH  YEAR. 

Steel's  Hygienic  Physiology.  Have  the  chapters,  "Circu- 
lation" and  "Digestion  of  Food"  read  aloud  in  the  class 
giving  as  much  illustration  and  experiment  as  possible.  This 
need  not  occupy  more  than  four  weeks. 

"  The  Nervous  System  "  and  "  The  Special  Senses  "  are  the 
especial  work  of  the  grade.  The  collateral  reading  found  in 
this  book  is  all  that  need  be  attempted. 

^Nervous  System  and  Special  Senses : 

The  teacher  of  this  grade  is  urged  to  visit  the  Medical  Mu- 
seum, where  many  specimens  which  can  not  be  obtained  for 
•class  use  are  carefully  preserved. 

Excellent  models  of  the  brain,  ear,  eye,  etc.,  with  full  de- 
scriptive catalogue,  may  be  obtained  by  responsible  persons 
-and  studied  to  advantage. 

The  Brain : 

Procure  a  calf  s  brain  ;  notice  form,  color,  size,  weight,  con- 
volutions, fissures  and  lobes. 

Cut  a  vertical  section,  exposing  internal  structure,  the  parts 
^and  their  arrangement. 

Cerebrum — Observe  the  hemispheres,  the  band  of  white  ner- 
vous tissue  connecting  them,  and  the  gray  nerve  substance 
forming  the  exterior  of  the  hemisphere. 

Cut  a  transverse  section  ;  observe  internal  structure,  white 
nerve  substance,  etc. 

Cerebellum — Observe  location,  hemispheres,  parallel  ridges 
and  furrows.  Compare  with  the  cerebrum. 

Cut  a  vertical  section ;  observe  the  nerve  substance  of  the 
interior  and  the  arbor  vitae. 

The  medulla  oblongata  and  pons  Varolii  may  be  studied  re- 
specting location,  structure,  color,  etc.,  from  a  vertical  section  of 
the  brain. 

Obtain,  if  possible,  the  brain  of  one  of  the  lower  animals — a 
•frog  or  a  pigeon — for  purposes  of  comparison. 

(A  brain  may  be  preserved  for  several  lessons  by  freezing  it 
•or  by  preserving  it  in  alcohol.) 


107 

'The  Eye: 

Procure  from  the  market  a  calf's  eye.  Carefully  dissect  it, 
observing  the  coats,  their  number,  texture,  color ;  the  vitreous 
humor  ;  crystalline  lens  and  the  optic  nerve  or  the  place  where 
it  enters  the  ball. 

Freeze  an  eye ;  cut  a  vertical  section.  The  parts  and  their 
arrangement  can  perhaps  be  seen  to  better  advantage. 

Continue  the  study  of  the  eye  from  the  manikin  or  models 
which  show  the  cavity,  the  muscles  which  hold  it  in  place 
making  motion  possible. 

Other  Organs  of  Special  Senses : 

The  ear  and  the  nose  can  best  be  studied  from  large  models  ; 
a  baefs  tongue  will  aid  in  the  study  of  the  tongue,  while  the 
skin  should  be  tested  on  different  parts  of  the  body,  to  show 
varying  degrees  of  delicacy  and  acuteness. 


108 


Physics. 


SEVENTH  YEAR. 
SUGGESTIONS  TO  TEACHERS. 

The  purpose  of  the  following  experiments  is  not  primarily  to- 
teach  facts  in  physical  science.  It  is  to  cultivate  in  the  child 
a  habit  of  exact  observation,  and  a  power  to  form  correct  in- 
ferences from  the  facts  observed.  To  do  this  the  mind  of  the 
child  must  be  brought  into  direct  contact  with  facts. 

In  the  development  of  this  work  the  pupil  should  make  the 
experiments  under  the  guidance  of  the  teacher. 

The  pupils  should  prepare  the  apparatus,  using  always  the 
most  inexpensive  material. 

No  set  definitions  need  be  learned. 

Pupils  should  be  made  to  talk  connectedly,  logically  and  cor- 
rectly, describing  what  they  do,  telling  what  they  observe,  and 
stating  their  conclusions. 

No  notes  need  be  taken  by  the  pupils,  and,  of  course,  no- 
definitions  or  conclusions  recorded  for  memorizing. 

From  time  to  time  formal  compositions  may  be  made  by  the 
children,  the  experiments,  the  observations  and  the  conclusions, 
appertaining  to  and  resulting  from  a  single  unit  of  work,  af- 
fording the  best  possible  outline  for  such  composition. 

'  Pupils  should  be  encouraged  to  make  experiments  other  than 
those  suggested  in  this  course. 

Encourage  the  pupils  at  all  times  to  know  the  common  ap- 
plication of  facts  developed  to  the  practical  processes  of  life. 

If  the  pupil  is  to  learn  to  see  and  to  conclude,  the  teacher 
must  dictate  nothing.  Didactic  teaching  does  not  train  the 


109 

pupil  in  self  activity,  nor  strengthen  him  in  channels  of  original 
investigation  and  determining. 

(See  Teachers'  Manual,  pamphlet  form.) 


OUTLINE   OF  PHYSICS. 

I.  Matter  and  its  Properties: 

a  Impenetrability 
b  Divisibility  ;  the  molecule 
c  Porosity  ;  the  relative  position  of  molecules 
d  Density  ;  the  quantity  of  matter  in  given  volumes 
e  Phenomena  of  attraction  ;  gravitation,  cohesion,  ad- 
hesion 

1  Gravitation — weight,  center  of  gravity 

2  Cohesion  —  hardness,      flexibility,      elasticity, 

brittleness,  malleability,  etc. 

3  Adhesion — capillarity 

f  Theory  of  the  constitution  of  matter. 

g  Three  states  of  matter — solid,  liquid,  and  gaseous. 

II.  Mechanics: 

a  .Solids 

1  Machines — lever,  inclined  plane,  pulley  ;  uses 

of  machines 
b  Fluids 

1  Liquids 

(a)  Pressure  —  transmission    of    pressure  ; 

pressure  due  to  gravity 

(b)  Buoyancy — floating  bodies 

(c)  Equilibrium 

2  Gases — the  atmosphere 

(a)  Pressure — barometer,  siphon,  common 
pump. 

III.  Heat: 

a  Sources  of  heat ;  ways  of  producing  heat : 

1  By  mechanical  force 

2  By  chemical  force 


110 

b  Effects  of  heat  in  matter  : 

1  Expansion    and    contraction  —  solids,     liquids^ 

and  gases  ;  the  thermometer 

2  Change  of  state :  (a)  liquefaction  and  solidifi- 

cation ;  (b)  vaporization  and  liquefaction. 
c  Communication  of  heat : 

1  Conduction — solids 

2  Convection — liquids  and  gases 

3  Radiation. 

IV.  Sound: 

a  Nature  of  sound — vibrations 

b  Transmission  of  sound — solids,  liquids  and  gases. 


Ill 


Penmanship. 


FIRST  YEAR. 


Use  the  cards  and  tablets  provided  for  the  grade  ;  copy  on  ruled" 
paper  phrases  and  sentences,  taken  from  the  children's  compo- 
sitions, and  written  by  the  teacher  on  the  blackboard. 

At  an  early  day  write  the  compositions,  as  entireties,  made 
by  the  children. 

Caution. — Do  not  tire  the  children  with  too  much  writing, 
which  tends  to  discourage  them  and  make  them  careless.  Tired 
children  can  not  do  their  best  work. 

Let  the  children  always  be  kept  to  their  best  efforts.  Show 
the  children  how  to  make  correct  letter  and  word  forms.  Let 
the  children  see  these  forms  made  on  the  board.  Much  black- 
board work  on  the  part  of  the  teacher  is  profitable. 


SECOND  YEAR. 

For  the  first  eight  weeks,  without  copy-books,  thorough  drill' 
in  position,  pencil  holding  and  movements.  Practice  small  and 
capital  letters.  After  this,  with  lead  pencil,  use  copy-book 
No.  2. 

The  teacher  should  represent  much  work  on  the  blackboard 
in  the  presence  of  the  children. 

All  the  written  work  of  the  children  should  be  criticised  as 
carefully  as  that  done  in  the  copy-book.  While  writing,  lead 
the  child  to  make  his  best  effort. 

Caution. — Study  the  work  to  be  done  and  the  condition  of  the- 
child,  and  do  not  ask  him  to  write  when  tired. 


112 
THIRD    YEAR.  » 

For  the  first  eight  weeks,  without  copy-book,  thorough  drill 
in  pen-holding,  position  and  movements  ;  after  this  with  pen  and 
ink,  use  copy-book  No.  3.  The  teacher  can  accomplish  much 
good  by  showing  the  formation  of  letters  and  words  on 
the  blackboard.  Much  of  this  should  be  done. 


FOURTH    YEAR. 

For  the  first  eight  weeks,  without  copy-book,  thorough  drill 
in  position,  pen-holding  and  movements.  Review  small  and 
capital  letters.  Copy-book  No.  4. 

All  written  exercises  should  be  carefully  criticised  by  the 
teacher  with  respect  to  form,  capitalization,  punctuation  and 
penmanship.  Examine  and  criticise  as  a  general  exercise  in 
the  hearing  of  all  the  children.  Do  not  let  the  children  write 
after  they  become  tired. 


FIFTH  YEAR. 

For  the  first  eight  weeks,  without  copy-book,  thorough  drill 
in  position,  pen-holding  and  movements.  Review  small  and 
capital  letters.  Copy-book  No.  5. 

Examine  and  criticise  note  books,  arithmetical  analyses,  etc., 
•etc.  Allow  no  careless  work  in  form  or  in  penmanship. 


SIXTH  YEAR. 

For  the  first  eight  weeks,  without  copy-book,  thorough  drill 
in  position,  pen-holding  and  movements.  Review  small  and 
capital  letters.  Copy-book  No.  7. 

Make  every  reasonable  effort  to  secure  careful  work  in  all 
^written  exercises.  The  position  of  the  pupil  should  be  criticised 
when  doing  any  written  work. 


113 
SEVENTH    YEAR. 

For  the  first  eight  weeks,  without  copy-book,  thorough  drill 
in  position,  pen-holding  and  movements.  Review  small  and 
capital  letters.  Copy-book  No.  8. 

All  written  work  of  the  grade  should  be  inspected  and  criti- 
cised. The  pupil  should  not  be  allowed  to  do  any  written  work 
carelessly. 

EIGHTH  YEAR. 

For  the  first  eight  weeks,  without  copy-book,  thorough  drill 
in  position,  pen-holding  and  movements.  Review  small  and 
capital  letters.  Copy-book  No.  8  for  boys  ;  No.  10  for  girls. 

The  form  and  penmanship  of  work  in  note-books  and  written 
analyses,  and  other  exercises,  should  be  criticised  to  secure 
neatness  and  legibility  in  all  written  work. 


114 


Drawing. 


FIRST  YEAR. 
SEPTEMBER,  OCTOBER,  NOVEMBER,   DECEMBER. 

Two  hours  per  week  ;  daily  lessons. 

Materials — Clay,  paper,  pencil,  models,  colored  paper. 


Drill* 


Position 


Movement 


f  in  modeling 
( in  drawing 


f  from  left  to  right 
-<  forward  and  backward 
circular 


(  vertical  lines 

Use  of  pencil  -<  horizontal  lines 
(  circles 


Geometric 
solids 


Modeling  ! 
in  clayf    | 


Objects  based 
on  geomet- 
ric forms 


sphere 

hemisphere 

cube 

cylinder 

square  prism 

right-angled  triangular  prism 

apple 
peach 
orange 
grapes 
tomato 
onion 
nuts 

sugar  bowl 
teapot 
ginger  jar 
bowl 
hat 
cap 
box 

square  inkstand 
toy  house 
rolling  pin 
mallet 
L  bottle 


*See  Appendix  A. 
t  See  Appendix  B. 


115 


Color  }Stud7  of 
spectrum 


Present  spectrum,  using  a  glass  prism. 

oblongs  of  all  the  colors  of  the  spectrum 
inch. 


Language  - 


The  right  use  in 
sentences  of 
terms  pertain- 
ing to  the  posi-  < 
ions  and  forms 
of  the  objects 
modeled 


right 
left 
on 

under 
middle 
centre 
sphere 
circle 
roll 
stand 
cube 
face 
corner 
edge 
smaller 
larger 
round 
square 
flat 
.  cylinder,  oblong,  hemisphere. 


The  Purposes  of  this  Unit  of  Work  are  : 

1.  To  develop  by  cumulative  effort,  true  conceptions  of  the 
geometric  solids. 

2.  To  lead  the  children  to  see  these  forms  as  the  bases  of 
many  familiar  forms. 

3.  To  lead  them  to  see  in  these  solids  the  details  of  surfaces, 
•edges  and  corners. 

4.  To  train  them  in  giving  correct  oral  expression  to  the 
ideas  thus  acquired. 

5.  To  give  strength  and  flexibility  to  the  muscles  of  the 
hand  and  arm. 

6.  To  form  the  habit  of  maintaining  a  healthful  position  of 
the  body. 

7.  To  awaken  the  inventive  ability. 

8.  To  cultivate  true  ideas  of  beauty  in  form,  color  and  ar- 
rangement. 


116 
REMARKS. 

To  accomplish  the  ends  enumerated  above,  make  free  use  of 
the  models  provided  for  the  children.     While  studying  the- 
solids  bring  into  the  school-room  objects  based  on  them.     L,et 
the  children  select  from  their  groups  of  models  the  solid  sug- 
gested by  each  object. 

Before  modeling  the  geometric  solids,  study  the  models  not. 
only  through  the  eye,  but  by  handling  them  with  closed  eyes. 

The  children  should  criticise  the  clay  forms  modeled  in  a 
corresponding  way. 

Give  much  practice  in  arranging  the  solids  in  groups  letting 
the  children  decide  which  is  the  most  pleasing  group.  This- 
should  be  done  especially  in  developing  ideas  of  position,  as, 
also  for  the  language  work. 

Develop  the  idea  of  planes  by  using  tablets  in  connection 
with  the  solids.  The  edges  of  planes  that  are  bounded  by 
straight  lines  will  be  taught  more  easily  by  the  use  of  the 
sticks  in  connection  with  the  tablets. 

When  using  the  type  forms  do  not  allow  the  children  to  lose 
sight  of  their  representation  in  other  objects  ;  the  study  of 
every  geometric  form  should  be  supplemented  by  a  careful 
study  of  the  forms  based  on  or  derived  from  it. 

In  the  color  work  given  for  this  period  do  not  teach  the 
names  of  colors. 

Lead  the  children  to  observe  the  rainbow  colors  refracted 
by  a  triangular  prism  of  glass.  Soap  bubbles,  the  iridescence 
of  pearl  shells  and  iridescent  glass,  the  neck  of  the  peacock, 
and  of  the  dove,  will  give  conceptions  of  pure  color  and  im- 
press the  lesson  on  the  mind  of  the  child. 

After  the  colors  are  cut  put  them  in  envelopes  for  future  use. 
lyead  the  children  to  see  that  in  the  prism  and  rainbow  there  is 
an  order  in  the  arrangement,  that  those  colors  nearest  related 
are  found  together.  Without  the  aid  of  the  chart  let  the  chil- 
dren try  to  discover  some  of  these  relations. 

Note  the  results  of  these  attempts,  and  record  them  for 
future  reference.  Do  not  correct  the  children. 


117 


TWO  MONTHS—  JANUARY  AND  FEBRUARY. 

Time  —  two  hours  per  week. 

Materials  —  Colored   sticks,    one  to  five  inches  in  length  ; 
paper,  pencil,  colored  paper. 


Drill  exercises  }  LiP± 
(. 


*  Tablet  and 
Stick-laying 


Drawing 


Color 


n 


oblique  lines 


f  vertical 

Positions  of  lines  -<  horizontal 
(_  oblique 

Divisions  of  lines — halves  and  fourths 

Combinations    of  C  square 
lines  in  geomet-  •<  oblong  rectangle 
ric  figures  (triangle 


Borders 


Invention 


arrangement  of  sticks  in 
groups  of  vertical,  hori- 
zontal and  oblique  lines 

Greek  fret 

zigzag 

repetition  of  tablets 

»  borders 

other  ornamental  arrange- 
ments with  sticks  and 
tablets 


letters— L,  E,  F,  H,  I,  T. 

f  f  geometric  forms,  dictated 

I  Forms   construct-  J      arrangements  and  judi- 
1      ed  with  sticks     1      cious  selection  from  the 
t     children's  inventions 

{(  standard  red 
Selections    f  r  o  m  I  standard  yellow 
spectrum  colors  ]  standard  blue 
i.  related  colors 


*  See  Appendix  C. 


118 


The  Special  Purposes  of  this  Work  are  : 

To  lead  the  children  to  observe  and  to  represent  edges  as  the 
outlines  of  form. 

To  develop  the  ability  to  invent. 

To  train  the  fingers  in  care,  accuracy  and  refinement  in 
handling  material. 

To  train  the  color  sense. 

To  give  the  color  lesson  : 

1.  Show  standard  yellow,  and  let  the  children  select  from 

their  groups  of  colored  papers  the  corresponding  color. 

2.  Bring  samples  of  cloth,  ribbon  or  worsted  of  this  color, 

compare  them  with  the  colored  papers. 

3.  Find  in  these  groups  of  colors  the  nearest  related  color  on 

each  side  of  the  selected  color. 
See  if  any  of  the  specimens  resemble  this  in  color. 
Arrange  a  group  of  three,  taking  yellow  and  finding  the 

nearest  related  colors. 
Take  red  in  a  corresponding  way. ' 
Do  not  use  names  until  the  close  of  this  unit  of  work. 


MARCH,  APRIL,  MAY,  JUNE. 

Time  —  Two  hours  per  week. 

Materials  —  Colored  paper,  pencil,  paper,  mucilage. 


Paper* 
Folding 
and 
Mounting 


'   h°riZOntal{!inf  lited.in  length  to 
(.     three,  four  inches 

(  square    with    diameters   and 

Geometric  planes  \       diagonals 

I  oblong  rectangle 
[  right-angled  triangle 


Divisions  and 
combinations 


Invention 


square  of  two  tints 
Greek  cross 
border  of  squares 
oblongs  around  a  center 
border  of  oblongs 
border  of  triangles 

borders 

arrangements  around  a  centre 


*See  Appendix  D. 


119 


The  constructed  paper 
forms 


Drawing 


Objects 


Plant  forms 


i   Additional   vocabulary 
Language  ,       used  in  these  lessons 


Color 


Recognition  and  names 
of  the  standard  yel- 
low, red  and  blue, 
with  their  tints 


all  geometric  forms  and 
dictated  combina- 
tions 

a  judicious  selection 
from  the  children's 
inventions 

picture  frames 
flags 
banners 
school  bags 
pocket  book 
folded  napkins  or  hand- 
kerchiefs 
fans 
picture  cords 

such  forms  as  are  stud- 
ied in  the  course  of 
the  lessons  on  plants 

diameter 

diagonal 

space 

front 

back 

tint 

light 

lighter 

in  the  spectrum 

in  paper  as  it  is  used  for 

folding 
in  flowers 


Water  color  painting, 
(optional) 


folded  geometric  paper 

forms 
flowers 


The  Special  Purposes  of  this  Work  are : 

To  lead  the  children  to  see  surface  in  the  forms  they  make. 
To  train  the  color  sense. 

To  cultivate  an  appreciation  of  harmonious  combinations  in 
both  forms  and  colors. 


120 

To  cultivate  habits  of  neatness  and  accuracy  in  the  use  of 
materials. 

The  training  in  color  at  this  period  should  be  kept  in  close 
connection  with  the  paper  folding  and  with  the  study  of  plant 
forms.  Children  should  observe  carefully  the  colors  of  flowers, 
distinguishing  the  several  tints.  The  spring  flowers  with 
which  they  are  provided  at  this  season  are  especially  good  for 
this  exercise.  When  as  in  the  violet  they  discover  for  them- 
selves that  the  color  does  not  match  any  of  the  tints  of  the 
colors  they  are  using  in  the  folding  paper  they  should  be  led  to 
look  for  a  closer  resemblance  in  the  spectrum  colors,  but  in  all 
such  exercises  the  teachers  must  remember  that  they  are 
training  the  color  sense  and  are  not  teaching  merely  the  names 
of  colors. 

If  expression  is  to  be  given  by  the  use  of  water  color : 

1.  Teach  the  handling  of  the  brush  and  the  management  of 
the  materials. 

2.  Let  the  children  wash  in  tints  imitating  in   forms   and 
colors  the  geometric  forms  they  are  folding. 

3.  Let  them  try  to  imitate  the  forms  and  colors  of  some  of  the 
flowers  they  are  handling,  as  the  bluet  and  the  buttercup. 

SECOND  YEAR. 
SEPTEMBER,   OCTOBER,   NOVEMBER,  DECEMBER. 

Time — Two  hours  per  week,  daily  lessons. 

Materials — Clay,  pencil,  paper,  models,  colored  paper. 


Position  I in  mouldinS 

|  in  drawing 


f  from  left  to  right 

-T.  .,,    TA  k  i  Movement      •<  forward  and  backward 

(circular 

!  vertical  lines 
horizontal  lines 
circles 


*  See  Appendix  A. 


121 


Modeling  * 


Geometric  solids 


review  of  solids  modeled  in 

first  year 
ellipsoid 
ovoid 

equilateral  triangular  prism 
cone 
square  pyramid 

'  apples 
plums 
potatoes 
bananas 
lemons 


Forms  based    on 
geometric  solids 


From  memory 


books 
cups 
bowls 
vases 
^  nests  with  eggs 

!  monument 
chimney 
roof 


•Color    \  Review  of  first  year's  work 


Language 


The  right  use  in  sen- 
tences of  terms  per- 
taining to  the  forms 
of  the  objects  model- 
ed and  to  their  posi- 
tions in  groups 


with  the  spectrum  colors 
by  observation  in  nature 

Review  with  models  first 

year  vocabulary, 
ellipsoid 

ovoid,  yellow,  red,  blue 
surface 
^  plane 


The  Purposes  of  this  Unit  of  Work  are : 

1.  To  develop  in  the  minds  of  the  children  a  true  conception 
of  the  geometric  solids. 

2.  To  lead  them  to  see  these  forms  as  the  bases  of  many 
familiar  forms. 

3.  To  lead  them  to  see  in  these  solids  the  details  of  surfaces, 
•edges  and  corners. 


*  See  Appendix  B. 


122 

4.  To  train  them  in  giving  correct  oral  expression  to  the  ideas- 
thus  acquired. 

5.  To  give  strength  and  flexibility  to  the  muscles  of  the  hand 
and  arm  preparatory  to  drawing. 

6.  To  form  the  habit  of  maintaining  a  healthful  position  of  the- 
body. 

7.  To  awaken  the  inventive  ability. 

8.  To  cultivate  true  ideas   of  beauty   in   form,    color  and 
arrangement  (composition). 

/ 

REMARKS. 

To  accomplish  the  purposes  enumerated  above  make  free  use 
of  the  models  provided.  While  studying  the  solids  bring  into- 
the  school-room  familiar  forms;  let  the  children  select  from  their 
groups  of  solids  the  one  suggested  by  each  object 

Before  modeling  the  geometric  solids  study  the  models  not 
only  through  the  eye  but  by  handling  them  with  closed  eyes. 

The  children  should  criticise  the  clay  forms  modeled  by  them 
in  a  corresponding  way.  I^et  the  children  arrange  the  solids 
in  groups  (composition),  after  which  let  them  learn  to  criticise 
such  groupings  or  compositions.  This  should  be  done 
especially  to  develop  true  ideas  of  position  as  well  as  for  the 
language  work. 

Develop  the  idea  of  planes  by  using  the  tablets  in  connection 
with  the  solids.  In  planes  bounded  by  straight  lines  the  idea 
of  edges  is  more  easily  taught  by  the  use  of  the  sticks  in 
connection  with  the  tablets. 

In  using  the  type  forms  do  not  allow  the  children  to  lose 
sight  of  their  connection  with  other  objects ;  the  study  of  a 
geometric  form  should  be  supplemented  by  the  study  of  the 
forms  based  upon  it. 

In  the  color  work  given  for  this  period  the  children  having 
received  training  in  the  recognition  of  certain  colors  and  tints  ^ 
the  names  designating  these  sensations  may  be  used.  If  good 
work  in  the  training  of  the  color  sense  is  to  be  done  throughout 
the  year,  the  teacher  must  know  that  the  children  see  the 
relations  of  the  colors.  For  example  they  must  see  that  orange 


123 


is  related  to  both  red  and  yellow  and  must  be  able  to  recognize 
these  colors  in  other  places  and  connected  with  other  materials 
before  the  entire  class  is  taught  to  designate  a  particular  spot 
in  the  spectrum  by  a  given  name. 


JANUARY  AND  FEBRUARY. 

Time — Two  hours  per  week. 

Materials — Colored    sticks  one    to  four  inches  in   length,, 
tablets,  pencil,  colored  paper. 

!f  vertical  lines 
Use  of  pencil  -<  horizontal  lines 
(_  oblique  lines 


(  position  of  lines 
Short  review  of  the   !   square 

first  year's  course   i  rectangular  oblong 
(^  triangles 


Tablet  and  stick 
laying* 


Parallel    lines    and 
angles 


Division  of  lines 


Geometric  forms 


Ornamental  combi- 
nations 


right  angles 
acute  angles 
obtuse  angles 

halves 
thirds 
fourths 

rhomb 
rhomboid 
trapezoid 

equilateral  triangle 
isosceles  triangle 
right  angle  triangle 
ellipse 
oval 

borders 

stars 

crosses 


Letters— A,  V,  K,  N,  M,  W,  X,  Y. 


*  See  Appendix  C. 


124 


Drawing  * 


Representa- 
tion of  forms  •< 
constmcted 


From  objects 


From  memory 


fans 

envelopes 
slate 

paper  cap 
side  of  book 

side  of  street  lamp 

fences 

fans 

side  of  chimney 

monument 


Language 


Additional  vocabulary  required 
to  describe  these  forms 


angle 

right  angle 

acute  angle 

obtuse  angle 

parallel 

rhomb 

rhomboid 

trapezoid 

equilateral 

isosceles 

star 

cross 


Color 


(  orange 
Selection  from  spectrum  •<  green 

(_  violet 
Relations  of  these  colors 

to  yellow,  blue,  red 
Groups  of  five 


rSpecial  Purposes  of  the  Work  are : 

To  lead  the  children  to  observe,  and  to  represent  edges  as  the 
outlines  of  form. 

To  develop  the  ability  to  invent. 

To  train  the  fingers  to  the  careful  handling  required  when 
constructing  with  sticks. 

To  train  the  color  sense. 


125 


REMARKS. 

To  Give  the  Color  Lesson : 

1.  Children  select  from  their  groups  of  colors  the  standard' 
orange,  the  teacher  pointing  to  the  color  on  the  chart. 

2.  Children  find  this  color  in  the  spectrum. 

3.  Children  discover  its  relation  to  yellow  and  red  by  its  po- 
sition in  the  spectrum. 

4.  Children  arrange  this  group  (red,  red  orange,    orange, 
yellow  orange,  yellow)  with  papers  on  the  desk. 

5.  Teacher  shows  by  experiment  with  water  colors  or  other 
material  how  this  color  may  be  produced  by  uniting  the  red 
and  yellow. 

6.  Children  bring  samples  of  cloth,  ribbons  or  worsted. 

7.  They  should  see  whether  or  not  their  samples  match  either 
paper.     They  will  see  perhaps  that  some  of  these  samples  have 
more  red,  some  more  yellow  than  the  standard  ;  let  them  look, 
for  similar  colors  in  the  spectrum. 

Take  green  and  violet  in  a  corresponding  way. 


MARCH,  APRIL,  MAY,  JUNE. 

Time — two  hours  per  week. 

Materials — colored  paper,  pencil,  paper,  mucilage. 


Drill 


f  f  long  lines 

I   Lines,  vertical,  horizontal   i   lines  limited  in  length 
I  .     and  oblique  1      to  three,  four  and 

v  L     inches 


ve 


Paper  folding  and 
mounting 


Geometric  forms 


Combinations  dic- 
tated by  the  teach- 
ers and  invented 
by  the  children 


trapezoid 
isosceles  triangle 
right  angle  triangle 
scalene  triangle 
rhomboid 
rhombus 
irregular  pentagon 

ornamental  forms- 

around  a  centre 
borders 


126 


-Drawing 


C  all  geometric  forms  and  dic- 
The  constructed  j       tated  combinations 
paper  forms       1   a  judicious  selection  from  the 
children's  inventions 


Objects 


C  folded  paper  caps 
I   toy  boats 
!   shoe 
L  kite 


From  memory      {   side  of  church  steeple 

{such  as  are  studied  in  the 
course  of  lessons  for  composi- 
tion 


'Color 


in  paper 

Tints  and  hues  of  orange,    I  in  leaves  and  flowers 
green,  violet  |  in    geometric     paper 

forms  folded. 


Water  color  painting  (optional)  •{  flowers  a,nd  leaves 


Special  Purposes  of  this  Work  are  : 

To  lead  the  children  to  see  surfaces  in  the  forms  they  make. 

To  train  the  color  sense. 

To  cultivate  an  appreciation  of  harmonious  combinations 
of  both  form  and  color. 

To  cultivate  habits  of  neatness  and  accuracy  in  the  use  of 
materials. 

The  work  in  color  should  be  kept  in  .close  connection  with 
the  paper  folding  and  with  the  study  of  plant  forms.  The  tints 
should  first  be  studied  by  use  of  paper.  Children  should  look 
for  flowers  having  tints  and  hues  of  orange  and  violet  and  com- 
pare them  with  the  tints  of  their  papers  and  with  the  spectrum 
colors.  They  will  find  material  for  similar  observation  of  the 
greens  in  the  study  of  leaves. 

If  it  is  possible  to  use  the  water  colors  in  representing  the 
folded  paper  forms  and  the  flowers  and  leaves,  great  interest 
will  be  added  to  the  work  as  the  representation  of  surface  will 
"be  more  complete. 


127 
THIRD  YEAR. 

SEPTEMBER,  OCTOBER,   NOVEMBER,  DECEMBER. 

Time — two  hours  per  week. 

Materials — pencil,  paper,  clay,  slate  or  board. 


Drill  exer- 
cises 


vertical 

horizontal 

oblique 


Straight  lines 

Curves  •{   circles 


C  sphere 
I   cylinder 

Geometric  solids  \   square  prism 
j   hemisphere 
I  right-angled  triangular  prism 


Modeling  *  J 


Objects  based  on 
geometric  solids 


Drawing 


Color 


Different  views 
of  the  solids 
moulded 


{Study  of  spectrum 
|      colors 


bottles  of  various  forms  and 

proportions 

vases  and  other  pottery 
potatoes 
apples 
nuts 
gourds   and   other  available 

objects 

front  and  top  view  of  hori- 
zontal and  vertical  cylinder 

front  and  top  view  of  oblong 
rectangular  prism 

edge  view  of  oblong  and  cir- 
cular planes 


e  spectrum   colors 
without  chart. 


*See  Appendix  B,  Part  I. 


128 


Language    < 


All  terms  involved  in  descrip- 
tions of  the  geometric  forms 
and  their  correct  application 


straight 

curved 

horizontal 

oblique 

vertical 

sphere 

circle 

hemisphere 

semi-circle 

right  angle 

triangle 

square 

oblong 

width 

heighth 

larger 

smaller 


Purposes  of  this  Unit  of  Work  are : 

1.  To  form  the  habit  of  maintaining  a  healthful  position  of 
the  body. 

2.  To  give  strength  and  flexibility  to  the  fingers,  wrist  and 
arms. 

3.  To  give  freedom,  precision  and  lightness  in  the  use  of  the 
pencil. 

4.  To  develop  true  conceptions  of  form  and  color. 

5.  To  give  power  to  describe  forms  in  correct  language. 

6.  To  give  power  to  express  with   the  pencil  lines  that 
describe  contour. 


In  studying  a  form  the  order  should  be  : 

1 .  Observing  by  seeing  and  handling  the  model 

2.  Construction  of  the  form  in  clay 

3.  Using  and  learning  terms  in  descriptions 

Children  should  be  given  every  opportunity  possible  for 
handling  the  forms.  Those  children  especially  should  handle 
the  models  who  do  not  seem  to  get  true  conceptions  readily 
through  the  eye. 

Describing  the  forms  by  motions  of  the  hand  in  the  air  is 


129 


helpful.  It  will  be  found  helpful  to  have  forms  drawn  on  the 
board  by  a  portion  of  the  class,  while  the  others  criticise  the 
work,  comparing  with  the  models. 

The  children  should  be  trained  from  the  beginning  to  make 
broad,  grey  lines.  Children  should  learn  early  to  criticise  lines. 

The  lead  of  the  pencil  should  be  round,  not  pointed.  The 
drawing  pencil  should  not  be  used  for  any  other  purpose. 
Short  pencils  should  not  be  used  for  any  purpose. 

Children  should  be  trained  to  hold  the  pencil  two  inches  from 
its  point. 

To  give  the  color  lesson  children  may  cut  oblongs  representing 
all  the  spectrum  colors  each  having  the  proportion  of  l/z  inch 
x  2  inches  ;  put  the  oblongs  in  envelopes. 

1.  Let  the  children  select  the  standard  orange  and  place  on 
each  side  the  nearest  related  color. 

2.  Treat  the  standard  green  in  the  same  way. 

3.  Treat  the  standard  violet  in  the  same  way. 

4.  L,et  the  children  place  the  remaining  colors. 

5.  I^et  the  children  unite  the  groups. 

Continue  exercises  of  this  kind  until  the  children  can  lay 
the  spectrum  without  assistance. 


JANUARY  AND  FEBRUARY. 


Time — two  hours  per  week. 
Materials — pencil,  paper,  objects. 


Drill  Exercises 


Straight  lines 

Circles 
v  Curves 


{limited  in  length  from  2 
to  6  inches 
united  to  form  angles 

\   of  given  size 

\   quadrants,  semi-circles 


130 


Object  drawing 


Color 


Language 


Forms  previous- 
ly moulded 


Front    views 
flat  forms 


of 


Complementary 
colors 


bottles 

vases  based  on  sphere 

bowls 

potatoes 

apples 

gourds 

lemons 

fans  of  different  shapes 

envelopes 

wheels 

United  States  shield 

school  bag  and  other 
available  forms  of 
similar  character 

yellow 

red 

blue 

orange 

green 

purple 


P  Constant  use  of  the  vocabulaty 
acquired  in  the  first  three 
months 


The  Purposes  of  this  Unit  of  Work  are : 

To  give  drill  in  the  continuous  and  direct  application  of  the 
knowledge  of  forms  obtained  by  observing  and  making  during 
the  first  three  months  of  the  year  and  of  the  skill  acquired  in 
handling  the  pencil  by  drawing  familiar  objects,  size  and  pro- 
portion being  considered  and  emphasized. 

To  continue  the  training  of  the  color  sense. 

In  representing  familiar  objects  the  lesson  may  sometimes  be 
given  by  the  use  of  one  or  two  large  objects,  but  whenever  it  is 
possible  it  should  be  given  by  the  use  of  many  small  objects, 
one  object  being  found  on  each  child's  desk.  Exact  propor- 
tions should  not  be  given.  The  objects  should  be  studied  as 
based  on  geometric  forms  of  different  proportions. 


131 


In  representing  fruits  there  should  be  at  least  one  specimen 
for  every  three  children.  When  each  child  has  a  model  on  his 
•desk  it  should  be  placed  near  the  level  of  the  eye. 

Before  giving  a  pencil  drill,  one  or  more  of  the  pupils  should 
illustrate  on  the  board  for  the  class  the  correct  method  of  hold- 
ing the  pencil,  showing  at  the  same  time  the  order  in  which 
the  lines  should  occur  in  combinations. 

After  illustration  and  direction,  the  lines  and  positions  re- 
•quired,  should  be  kept  in  the  mind  of  the  pupil  to  be  executed 
in  order  in  response  to  signals,  one  for  each  line. 

For  the  Color  Lesson : 

Lay  complementary  colors,  taking  yellow,  red  and  blue,  and 
-.selecting  the  complementary  or  contrasting  colors. 


MARCH,  APRIL,  MAY,   JUNE. 

Material — colored  paper,  pencil,  paper,  scissors,  rubber  eraser. 


Studying  of  super-  f  cutting   and    pasting 
imposed  tints        \       rosettes 


Paper  folding 
and  cutting1 


Drawing 


f  modifications  by  straight 
Modifica  t  i  o  n  s  of  I       lines  and  curves 
units  ]   modifications  of  propor- 

t      tions  to  fill  spaces 

C  square 

.  .          rectangular  oblong 

Arrangement      in  I   rhomb* 

geometric  form         tfiangle 
t  borders 


f  From  the  paper  forms  •{  units  and  arrangements 


(  From  nature 
*See  Appendix  D,  Part  II. 


\   leaves 


132 


Water  Color  Painting,  optional  : 

Materials  —  colors,  brushes,  water-color  paper 

(  Tints  of  primaries    <{   in  oblong  3x6 
Flat  washe«          Coloring  of  decora-    f 


L 


tive    arrange-   I    arrangements  around  a 


Language 


ments   in    the  3 

tints  of  primaries  I 

Additional     form  j 

vocabulary  ! 


centre  and  borders 


units 

symmetry- 

symmetrical 


.  ,j...       ,         . 
Additional  color 

vocabulary 


balance 
I   tints 


The  Special  Purposes  of  this  Unit  of  Work  are : 

To  cultivate  a  correct  taste  for  the  beautiful  in  form  and  color. 

To  awaken  the  desire  of  the  pupil  to  express  by  the  work  of" 
his  own  hands  the  order,  grace  and  fitness  shown  in  nature 
and  in  good  art. 

To  teach  such  of  the  underlying  principles  of  beauty  as  he  is 
capable  of  understanding  ;  to  develop  the  inventive  faculty. 

To  give  him  right  terms  to  express  in  words  his  ideas. 

To  train  him  in  the  use  of  pencil,  paper,  scissors  and  adhe- 
sive materials. 

The  results  of  the  drill  exercises  should  be  evident  in  all  that 
the  children  do  at  this  time.  They  should  sit  well,  hold  the 
pencil  correctly,  and  draw  lines  with  freedom.  The  teacher 
will  need  to  watch  these  points  with  care. 

When  the  lesson  involves  drawing,  it  is  wise  to  precede  it  by 
a  short  concert  drill. 

For  the  Color  Lesson  there  should  be  : 

1.  Recognition  by  matching  of  colors  used  in  folding,  and! 
their  tints. 

2.  Recognition  of  their  composition  and  of  the  predominating 
color  in  each.     This  should  be  done  in  connection  with  the 
paper  folding  and  cutting. 

3.  Matching  in  other  materials  as  cloth,  silk,  ribbon,  worsted.. 


133 

FOURTH  YEAR. 
SEPTEMBER,   OCTOBER,  NOVEMBER,  DECEMBER. 

Time — Three  hours  per  week. 

Materials — Pencil,  paper,  clay,  slate  or  board. 


Drill    E  x- 
ercises 


Modeling* 


Straight  lines  com-  (  triangles 
bined  in  geomet-  J   squares 
ric  forms  )  rectangles 


Curves 


(  circle 
•\  ellipse 


Geometric  solids 


Objects  based  on 
these  geometric 
solids 


Fruits    and    vege- 
tables 


oval 

sphere 

ellipsoid 

ovoid 

triangular  prism 

cone 

square  pyramid 


f  vases 
j   pitchers 

•   bottles  and  other  available 
I      pottery  forms 

'  pear 
melon 
squash 
banana 
carrot 
beet 

acorn  and  other  available 
forms 


Modeling  to    defi-  /          ^   2y  inches 
nite  proportions  (, 


f  Different    views    of 
Drawing      j      geometric  forms. 


*See  Appendix  B,  Part  I. 


134 


Color* 


Review   of  third 
grade  course. 


Language 


All  terms  involved 
in  descriptions  of 
the  geometric 
forms  and  their 
correct  applica- 
tion 


laying  spectrum 
from  memory 

colors  and  tints 
recognition  of  tints  in  ma- 
terial 

straight 

curved 

vertical 

horizontal 

oblique 

ellipse,  ellipsoid 

circle 

sphere 

oval,  ovoid 

angle 

triangle 

acute 

right 

obtuse 

equilateral 

isosceles 


Purposes  of  this  Unit  of  Work  are : 

To  cultivate  the  habit  of  assuming  a  healthful  position  when 
at  work. 

To  give  strength  and  flexibility  to  the  fingers,  wrist  and  arm. 

To  lead  the  pupil  to  recognize  resemblance,  and  lesser  differ- 
ences of  contour  and  proportions. 

To  train  the  pupil  to  describe  the  forms,  using  the  necessary 
terms  intelligently. 

To  give  him  power  to  express  with  the  pencil  as  accurately 
as  possible,  the  lines  that  give  the  contour  of  the  geomet- 
ric form. 

To  continue  the  training  of  the  color  sense. 

In  presenting  a  new  form  let  the  order  of  development  be  : 
1.  Observation  by  comparing  with  other  forms,  seeing  and 
handling  the  form. 


*See  Color,  Third  Grade. 


135 


2.  Making  in  clay. 

3.  Terms  and  oral  description. 

If  there  are  children  who  seem  to  get  no  conception  of  form 
through  the  eye,  endeavor  to  give  them  more  opportunities  of 
handling  the  objects.  Describing  the  form  in  the  air  is  helpful, 
as  are  also  trials  at  making  them  on  the  blackboard. 


JANUARY  AND  FEBRUARY. 

Materials — pencil,  paper,  rubber  eraser. 


Drill   Exer-  „ 
cises 


Object  Draw- 
ing 


Language 


Straight  lines  combin- 
ed in  geometric  forms 


Curves 


Upright  views  of  forms 
previously  moulded 

Study  of  the  appear- 
ance of  the  circle  in 
various  positions 

Study  of  the  appear- 
ance of  squares  and 
oblong  planes 


Groups  of    fruit  and 
vegetables 


Constant  use  of  the 
vocabulary  acquired 
in  the  first  three 
months  in  describ- 
ing form 


rectangles 
triangles 

circular 

oval  curves 

simple  and  reversed 

vases 

pitchers  and  other 
pottery  forms 


cylinder 

cylindrical  objects 
cube 
oblong  block 


apples 

pears 

lemons 

oranges 

squash 

potatoes 

bananas,  etc 

Special  attention  to 
correct  use  of  terms 
expressing  dimen- 
sions and  propor- 
tions as  large,  long, 
wide,  high,  small, 
etc 


Color 


136 

Shades  and  tints  of  color. 
Scale  of  tones. 


There  should  be  a  special  effort  on  the  part  of  the  teacher 
to  impress  upon  the  mind  of  the  pupil  that  he  is  to  draw  his 
own  view  of  the  object  and  not  a  preconceived  idea. 

The  objects  should  not  be  elaborate  in  form  or  ornamentation. 
No  change  of  view  should  be  permitted  before  the  drawing  is 
completed. 

The  children  should  be  taught  to  place  their  drawings 
properly  on  the  paper,  and  to  make  the  size  conform  to  the 
space.  Give  special  attention  to  the  use  of  the  terms  ;  longer, 
larger,  smaller,  wider,  narrower,  proportion,  size. 

For  the  color  lessons  distribute  papers  of  any  color. 

1.  Children  hold  color  toward  the  light,  then  away  from  the 

light,  and  note  difference;  see  the  cause  of  the  difference. 
Teach  difference  between  shade  and  tint. 

2.  Distribute  shades  and  tints  of  color,  lay  scale  of  tones. 

3.  Give  and  define  the  term — tone. 

4.  Paste  scales. 


MARCH,    APRIL,    MAY,    JUNE. 

Materials — Colored  paper,  pencil,  scissors,  glue  or  mucilage, 
rubber,  eraser,  paper. 


Study   of    super-  j  tints  and  shades 

imposed  tints      {  cutting  and  pasting  rosettes 


Paper  fold- 
ing   and  < 
cutting 


Modification     o  f  f  b^  ™rves,  1der,iv,ed  fn?m  the 
•j       study  of  leaf  forms  in  pro- 

(_      portions  to  fill  spaces 


units 


Arrangement    in 
geometric  forms 


circle 


(_  borders 


137 


Drawing 


From   the   paper  f       .,         , 

£orm  j  units  and  arrangements 

From  nature  <j  leaves 


Color 


Values 


Complementary 
colors. 


arrangement  of  oblongs  cut 
from  paper  to  show  the 
relative  values  of  the  prim- 
ary and  secondary  colors 

(  Cut  square  of  secondary  color, 
J  mount  upon  it  small  circle 
I  of  the  complementary 
(.  primar)'. 


Water  Color  Painting,  Optional : 

Materials — Colors,  brush,  water-color  paper. 


Washes 


Tints  of  secondaries  and 
tertiaries 

Color  scales  of  primar- 
ies and  secondaries 

One  set  of  oblongs  giv- 
ing values 

Coloring  decorative  ar- 
rangements in  two  or 
three  tints  of  second- 
i.  aries. 


j  in  oblongs  3x6 


arrangements 

a  centre 
borders 


around 


The  Special  Purposes  of  this  Unit  of  Work  are : 

To  cultivate  a  correct  taste  for  the  beautiful  in  form  and 
color ;  to  awaken  the  desire  of  the  pupil  to  express  in  the  work 
of  his  own  hands  the  order,  grace  and  fitness  shown  in  nature 
and  in  good  art. 

To  teach  such  of  the  underlying  principles  of  beauty  as  he  is 
capable  of  understanding ;  to  develop  the  inventive  faculty. 

To  give  him  right  terms  to  express  in  words  his  ideas. 

To  train  him  in  the  use  of  material,  pencil,  paper,  scissors, 
and  adhesive  materials. 

The  results  of  the  drill  exercises  should  be  evident  in  all  that 


138 

the  children  do  at  this  time.  They  should  sit  well,  hold  the- 
pencil  correctly  and  draw  lines  with  freedom.  The  teacher  will 
need  to  watch  these  points  with  care. 

It  is  wise  to  precede  a  drawing  exercise  by  a  concert  drill 
three  minutes  long. 

Color  lessons  are  to  be  given  in  connection  with  paper  cutting 
and  design. 

1.  Cut  rosettes  of  tints,  half  the  class  with  normal  color  on  the 
outside,  half  with  lightest  tint  on  the  outside. 

2.  Cut  rosettes  of  shades,   half  with  darkest  .shades  on  the 
outside,  half  with  normal  color  on  the  outside. 

3.  Cut  rosettes  of  tints  and  shades,  half  the  class  with  darkest 
shade  on  the  outside,  half  with  lightest  tints  on  the  outside, 
each  half  using  a  different  color.     A  language  lesson  may  be 
given  and  a  composition  developed  with  these  rosettes  giving, 
names  of  colors  and  terms  used  in  connection  with  tints  and 
shades. 


FIFTH  YEAR. 


SEPTEMBER;  OCTOBER,  NOVEMBER,  DECEMBER. 


Time — Three  hours  per  week. 

Materials — Clay,  model  paper,  mucilage,  pencil,  practice 
paper,  models,  ruler  with  parts  of  inches  marked  and  having 
metal  edge. 


f  f  square 

Drill    Ex-     I   aeometnv  nlans  5   rectangles 

ercises.      1   Ue°1  1  triangles 
v.  I  circle 


139 


Construc- 
tion 


Color 


Modeling  a  solid 
to  definite  pro- 
portions 


cylinder  and  cone  4x2 
Cut  cylinder  for  review  on 
rectangular,  oblong, semi- 
circle, quadrant;  cut  cones 
for  circle,  ellipse,  isos- 
celes triangle,  right 
angled  triangle. 


C  cube 

plane  of  paper 
cylinder 
Working- drawings  -(   oblong  prism 

boxes-square,  circular,  ob- 
long, triangle,  cone  and 
square  pyramid 


om 


Development 
pattern     from   ,       . 
working-drawing  < 
and    making   I   square  prism 

paper  model 


laying    spectrum   from 

memory 
j   Study  of  spectrum  \    —     .• 

r*r\\  /~vt- o 


I 


colors 


memory 

selection  from  spectrum, 
recognizing  and  naming, 
colors  and  tints 


Language 


Special  attention  to 
be  given  to  the 
use  of  words 
used  in  the  de- 
scription of  sur- 
faces and  solids, 
and  to  the  con- 
ventions  of 
working  draw- 
ings 


dimension 
length 
breadth 
thicknesss 
height 
width 
centre  lines 
working  lines 


The  Purposes  of  this  Unit  of  Work  are : 

To  give  the  pupils  an  idea  of  one  of  the  uses  to  which  draw- 
ing is  applied  in  industrial  pursuits. 


140 

To  teach  them  to  make  working-drawings  and  patterns  of  a 
few  simple  geometric  solids  and  to  show  them  how  they  can 
apply  this  knowledge  in  making  some  useful  objects. 

To  give  them  power  to  make  these  working-drawings  with  a 
free  hand. 

To  train  them  to  neatness  and  accuracy  in  the  use  of  the 
materials. 

SUGGESTIONS. 

The  drill  on  the  geometric  planes  should  be  preceded  by  a 
careful  study  of  lengths  in  inches  on  the  ruler.  The  ruler 
should  then  be  put  in  the  desk  and  the  attention  of  the  children 
called  to  the  proportions  of  the  figure,  the  order  in  which  the 
lines  are  to  be  drawn  and  the  changes  in  the  positions  of 
the  hand. 

The  entire  figure  should  then  be  drawn  by  count  to  keep  the 
class  together.  Do  not  give  directions  line  by  line.  The 
children  should  be  strong  enough  to  carry  in  mind  a  con- 
ception of  the  entire  form  and  the  order  in  which  the  work  is 
to  be  done. 

In  developing  the  idea  of  the  pattern  a  sketch  of  it  should  be 
made  free-hand.  In  drawing  the  pattern  for  making  the  form 
it  should  be  carefully  ruled  and  measured.  The  right  use  of 
the  ruler,  the  best  method  of  laying  out  the  work,  economy  of 
material  and  neatness  in  putting  the  parts  of  the  pattern 
together  should  be  attended  to  in  this  exercise. 

Great  care  should  be  taken  that  words  are  used  correctly  in 
-all  conversations  connected  with  the  subject  of  working- 
•  drawings. 


141 


JANUARY,  FEBRUARY,  MARCH. 

Materials — Model  paper,  mucilage,  practice  paper,  ruler  with 
parts  of  inches  marked,  and  having  metal  edges. 


Construc- 
tion 


Drill   Ex- 
ercises 


Object 
Drawing 


Color 


Working  drawings 


block  or  brick  of  three  di- 
mensions 

steps — cross 

equilateral  triangular 
prism 

spool 

tumbler 

book 


Development  of  pat-  ( 
tern  from  working  I  triangular  prism 
drawings  and  mak-  1  boxes  square  and  oblong 
ing  paper  models      [ 


Ellipses 


Study  of  the  appear- 
ance of  the  circle 


Study  of  the  appear- 
ance of  other  planes 


horizontal  of  different 
widths 

horizontal  and  level  with 

the  eye 
above  and  below  the  eye 


Appearance  of  cyl-   (  upright   -n  fmnt  of 

Amde  r      ,     \       above    and    below 

Appearance  of  cube  1       leyel  of  the 

Appearance  of  cone  (^ 

Appearance  of 
tumbler 

Appearance  of  tin 
bucket  and  other 
cylinderical  forms 

Neutral  gray  and 
and  brown  and 
their  tints 

Harmony  of  stand- 
ard colors  with 
neutrals 


and 
the 


142 

'The  Purposes  of  this  Work  are : 

To  continue  the  work  of  the  first  part  of  the  year  in  con- 
struction. 

To  call  the  attention  of  the  children  to  the  differences  be-% 
tween  the  facts  of  form  and  their  appearances  as  illustrated  by 
working  drawings  and  pictures. 

To  train  the  children  to  see  the  appearances. 

To  teach  them  to  represent  the  appearances  of  a  few  simple 
forms,  the  facts  of  which  they  have  already  observed  and 
represented. 


APRIL,  MAY,  JUNE. 

Material — Pencil,  paper,  colored  paper,  clay. 


-Drill  Exer- 
cises 


"Water  color, 
optional 


-Decorations 


Curves 


Graded  washes 


{elliptical 
oval 
reversed 

(  primary  and  secondary 
j      colors 

f  in  tints  of  neutral  gray 
Borders  and  rosettes  j      and  brown 

Modeling    leaves   (  ivy 
from  nature  {  magnolia 

Carving  in  clay  or  j  lotus 
other  materials      {  rosette 

Drawing    from|leaves 


nature 


Adaptation  of  natur-   f  rosettes 
al  leaf  to  ornament  j  borders 


Applications  of  de- 


signs 


decorating  a  box  with 

paper  cutting 
doilies  embroidered  in 

outline  stitch 
tiles  modeled  or  carved 

in  clay 


143 

The  Purposes  of  this  Work  are : 

To  lead  the  pupils  to  observe  the  beauty  of  subtle  curves, 
:and  the  harmony  of  color  in  ornament  and  in  nature. 

To  awaken  the  desire  to  reproduce  this  beauty  in  their 
own  work. 

To  train  their  hands  to  precision  and  freedom  of  movement 
in  the  drawing  and  modeling  of  these  curves. 

To  teach  them  that  designs  for  ornament  must  be  adapted  to 
space,  and  to  the  material  used. 

SUGGESTIONS. 

It  is  desirable  that  each  child  should  make  an  application  of 
his  work  in  decoration  to  some  material  that  he  can  handle. 

The  materials  suggested  are  those  most  easily  procured,  but 
pupils  need  not  be  limited  to  the  use  of  these.  The  designs 
tshould  be  made  in  the  school-room,  and  criticised  by  the 
teacher. 


144 


SIXTH  YEAR. 
SEPTEMBER,   OCTOBER,  NOVEMBER,  DECEMBER.. 

Time — Three  hours  per  week. 

Materials — Model  paper,  mucilage,  pencil,  practice  paper, 
eraser,  compass,  models,  ruler  with  parts  of  inches  marked  and 
having  metal  edge. 

Review  of  princi-  f  cone 
pies  of  construe-  -<  cylinder 
tion  (_  rectangular  solid 

f  square 
Drill   in  geomet-   I   rectangles  of  different  pro- 

—  —    r i  t~*/-\t-4-i  /-\t-i  o 


Construction  •< 


o 

ric  forms 


Free-hand  work- 
ing drawings 


Development  o  f 
pattern  from 
working  draw- 
ings and  mak- 
ing paper 
model 


~)       portions 
triangles 

square  prism  with  plinth 
square  pyramid 
timber  cut  for  joining 
hexagonal  prism 
hammer  or  mallet 
other  common  objects 

square  prism 
sqare  plinth 
square  pyramid 
hexagonal  prism 
cone 
cylinder 


All  that  is  said  in  connection  with  the  course  for  the  fifth 
year  applies  to  the  work  of  this  year.  The  additional  subjects 
taken,  the  representation  of  the  invisible  parts  of  solids,  fore- 
shortening, working-drawings  for  objects  that  are  not  to  be 
made  in  paper.  This  last  exercise  should  be  individual  work 
from  objects  in  the  hands  of  the  children. 

Children  should  be  encouraged  to  make  working-drawings- 
and  from  these  to  construct  objects  in  different  kinds  of  materials. 
No  exact  directions  can  be  given  for  this  as  the  same  materials 
may  not  be  accessible  to  all.  Wood,  tin,  clay,  fullers  earth 
and  cardboard  are  some  of  the  materials  most  easily  procured. 
These  objects  should  not  be  made  in  the  school  room.  The 
work  should  be  suggested,  guided  and  encouraged,  but  not  re- 
quired. No  object  should  be  approved  or  exhibited  that  does 
not  conform  to  a  working-drawing. 


145 


JANUARY,  FEBRUARY,  MARCH. 

Materials — Paper,  pencil,  eraser. 


Foreshortening 
of  planes 

Appearance  of  ob- 
jects in  front  of 
and  below  the 
level  of  the  eye 


rectangular 
curve 

cylinder 
square  plinth 
books 


Perspective  (  boxes 

representa-  •{  Concentric  circles  j  bowls 
tion  (_  cylinder  with  square  plinth 


Decoration 


Groups 


Drill  on  symmet- 
rical curves 


three  geometric  solids 
three  objects,  a  box  or  a 
book,  combined  with  a 
vase,  a  tumbler  or  some 
similar  form  and  some 
object  based  on  the 
sphere,  ellipsoid  or  ovoid 

from    Moorish    ornaments 
from  Fleur-de-lis 


outlin* 


Modification     o  f  f 
bilateral  units    1  change  of  proportion 


Use   of 
units 


bilateral 


(_  addition  of  details 
j  surface  of  designs 


The  Purposes  of  this  Unit  of  Work  are : 

To  lead  the  pupils  to  observe  the  changes  in  the  appearances 
•of  forms  produced  by  a  change  of  position. 

To  teach  them  to  reproduce  this  appearance  in  drawings  of 
familiar  forms. 

To  lead  them  to  see  and  to  draw  a  group  of  forms  as  a  whole. 

To  lead  them  to  see  the  beauty  of  symmetry  in  objects  and 
in  ornament. 

To  lead  them  to  see  the  proper  relations  of  subordinate  units. 

To  teach  them  how  units  may  be  modified  in  contour,  pro- 
portion and  detail. 


146 


APRIL,  MAY,  JUXE. 


Materials — Clay,  paper,  pencil. 


Decoration 


{opposite  branching,  two  or 
three  leaves 
two  or  three  leaves,  radi- 
cal 


Conventional  bi- 
lateral arrange- 
ment 


Study  and  draw- 
ing of  the  top 
views  of  flowers 


modification  of  units  by 
curves  derived  from 
natural  leaves 

law  of  arrangement  deriv- 
ed from  natural  growth 

natural  form 
conventional  form 


Modeling  a  plinth  from  a  working-drawing 

Application      to  f  conventionalized  flower 
surface  designs  {      forms 

Modeling    from  j  single  leaf 
nature  1  branch  of  two  leaves 

Cutting  in  clay  or  j  Moorish  ornament  - 
other  material     ( 


Application 
design 


of 


I 


Construct  a  box  based  on 
any  geometric  form. 

Ornament  it  with  a  bilat- 
eral or  surface  design. 

Draw  its  appearance  in 
front  of  and  below  the 
level  of  the  eye. 


The  Special  Purposes  of  this  Work  are: 

To  awaken  interest  in  the  study  of  nature  from  an  artistic 
stand-point. 

To  call  attention  to  the  laws  of  growth  as  illustrated  in  the 
branching  of  trees  and  in  radical  growth. 

To  lead  the  pupils  to  discover  the  bilateral  growth  in  some 
natural  forms. 

To  show  them  the  uses  made  of  this  law  of  growth  in  art 
both  in  construction  and  ornament. 


147 

SEVENTH  YEAR. 
SEPTEMBER,  OCTOBER,    NOVEMBER,  DECEMBER. 

Time — Three  hours  per  week. 

Materials — Model  paper,  mucilage,  two  pencils,  medium 
and  hard,  compasses,  practice  paper,  ruler  with  parts  of  inches 
marked  and  having  metal  edge. 


Free-hand 
Construction 


Working-drawing 


rectangular  block 
chamfered  block 
moulding 
bracket 

halved     together     T 
joint 


Instrumental 
Construction 


Use  of  compasses 


Use  of  instruments  and 
problems  in  making 
working  drawings 
and  patterns 


Model  making 


Read  working  draw- 
ings 


f  circles 

I  problems  1  and  2 

(  applications 

washer 

halved  together  T 

joint  (dove-tailing) 
cone 

lamp  shade 
through  mortise  and 

tenon  T  joint 
square  frame 

cube* 

square  prism* 
square  plinth* 
steps 
cone 

cylinder* 
circular  plinth* 
..  lamp  shade 


Plans  and  elevations 
of  objects  with  which 
the  pupil  is  familiar 


*Pupils  may  be  excused  from  making  these  models  in  paper  if  not 
needed  for  object-drawing. 


148 

Pupils  of  this  grade  are  expected  to  do  accurate  work,  es- 
pecially in  construction. 

•  They  should  be  led  to  consider  the  use  of  instruments  as  an 
aid  to  the  desired  result. 

Careless  work  should  not  be  tolerated. 

In  problems,  in  working- drawings  and  in  the  making  of  the 
models  the  demand  should  be  for  results  as  near  perfection  as  is 
possible  with  the  means  at  command. 

Many  are  entering  the  shops  where  accurate  work  with  tools 
is  required.  The  work  here  given  is  in  harmony  with  these 
pursuits  and  trains  the  powers  essential  to  success.  Some  of  the 
working-drawings  made  will  be  used  in  the  shops  ;  some  of  these 
it  will  be  observed  are  classed  as  free  hand  and  some  as  instru- 
mental. The  advantages  of  each  method  should  be  recognized. 

The  pupils  should  be  given  many  exercises  in  the  reading  of 
working-drawings.  They  should  be  led  to  realize  the  complete 
form  of  the  solid  represented  and  to  describe  it  in  correct 
language. 

The  first  subjects  taken  for  this  exercise  may  be  working- 
drawings  of  blocks  of  wood  of  different  proportions  with  pro- 
jections and  incisions  of  various  sizes,  shapes  and  locations. 
Other  objects  should  be  selected  with  whose  general  character- 
istics the  pupil  is  familiar. 

Teachers  who  are  unaccustomed  to  the  reading  of  working- 
drawings  will  need  to  exercise  great  care  in  the  selection  and 
study  of  these  drawings. 

Precision  in  the  use  of  language  will  be  developed  in 
geometrical  definitions,  in  the  wording  of  problems  and  in  the 
reading  of  working-drawings. 

Pupils  may  make  of  other  materials  than  paper  geo- 
metric solids  and  other  objects.  These  should  not  be  ap- 
proved or  exhibited  as  a  part  of  the  school  work  unless  they 
conform  to  working-drawings  made  by  the  pupils.  The 
material  selected  should  so  far  as  possible  be  adapted  to  the  use 
of  the  object.  Wood,  clay,  tin  and  cardboard  are  the  most 
available  materials.  This  work  should  be  suggested  and  en- 
couraged but  not  required. 


149 


JANUARY,   FEBRUARY,    MARCH. 

Materials — Pencil,  paper,  eraser,  models. 


above  and  below  the 
Review  of  the  appear-  J       eye 
ance  of  circles  1  centre  of  circle 

concentric  circles 


Study  of  the  apppear- 
ance  of  rectangular 
solids  at  varying  an- 
gles with  the  pic- 
ture plane  and  at 
different  levels  with 
regard  to  the  eye 


Perspective 
representa- 
tion 


Drawing  of  the  ap- 
pearance of  rectang- 
ular solids  at  an  an- 
gle of  45°  with  the 
picture  plane  and  at 
different  levels  with 
regard  to  the  eye 


cube 

square  prism 
square  plinth 
steps 


Drill 


Groups 


Curves 


(  geometric  solids 
<  objects  based  on  geo- 
metric  solids 


studied  from  pottery 
and  from  examples 
of  Gothic  art 


The  Purposes  of  this  Work  are  : 

To  lead  the  pupils  to  observe  the  ever-changing  appearances 
of  forms. 

To  teach  them  to  draw  the  appearances  of  rectangular  objects 
at  prescribed  angles  with  the  picture  plane,  and  to  group  such 
objects  with  others  circular  in  section. 

To  lead  them  to  see,  and  to  draw  such  groups  as  entireties. 

To  lead  them  to  see  the  beauty  of  subtle  curvature  in  objects 
and  in  ornaments. 

To  awaken  their  desire  to  reproduce  this  beauty  in  their 
own  work. 


150 

To  train  the  hands  to  freedom  and  precision  of  movement  in 
drawing  these  curves. 
See  remarks  on  object  drawing  in  eighth  year  course. 


APRIL,   MAY,  JUNE. 

Materials— Clay,  paper,  pencil,  eraser. 


Decoration 


Drawings  from  nature 


Conventional  bilateral 
arrangement  from 
natural  growth 

Modeling  in  clay  from 
nature 

Conventional  rosettes 

Modeling  or  cutting 
in  clay  or  other  ma- 
terial 


Application  of  design 
to  material 


I 


twigs,  opposi  te 
branching  leaves 

twigs,  alternately 
branching  leaves 

leaves  of  radical 
growth 

in  geometric  spaces  of 
various  forms  and 
proportions 

repetitions  in  borders 

branch  of  three  or 
more  leaves 

from  top  views  of 
flowers 


historic  ornament 


outline  embroidery 
applique    work    on 

cloth 

tiles  modeled  or  cut 
in  clay  or  other  ma- 
terial 


The  Purposes  of  this  Work  are : 

To  lead  pupils  to  observe  the  laws  of  growth  as  illustrated 
in  the  branching  of  trees,  and  in  the  radical  growth  of  many 
plants. 

To  teach  them  the  application  of  this  law  to  ornament. 


151 


To  give  them  practice  in  the  application  of  these  principles 
to  material  that  they  can  handle.  (See  remarks  upon  this  sub- 
ject in  eight  year  course.) 


EIGHTH  YEAR. 
SEPTEMBER,  OCTOBER,  NOVEMBER,   DECEMBER. 

Time — Three  hours  per  week. 

Materials — Model  paper,  mucilage,  two  pencils — medium 
and  hard,  compasses,  practice  paper,  models,  ruler  with  parts 
of  inches- marked  and  having  metal  edges. 


Free-hand 
Construction 


Instrumental 
Construction 


Free-hand  working-  f 
drawings,  conven-  I 
tions,  section  half  1 
tinting,  etc. 


and 


Geometrical 


tenon  T  joint 

V. 

<j  problems  3,  4,  5,  6,7,8 


Application   of   prob-  f  through    dove-tail 
lems  1,  2,  3,  5  (      joint 


Application  of   prob-  \  plv 

lem7  1     ture  plane 


Drawing  to  scale 


{wedge  shaped  block 
objects  in  schoolroom 
as  window,  door  or 
side  of  schoolroom 


T-,     j.  ,  .           C  any  suitable  working 

Reading    working-)     djawings  not  in  £g 

course 


drawings 


C  pocket-book 

Constructive  design      •<  any  object  constructed 
(    on  a  similar  plan 


152 


All  that  is  said  in  connection  with  the  work  in  construction 
in  the  seventh  year  work,  applies  also  to  the  work  of  this  year. 

Special  attention  should  be  given  to  drawing  to  scale. 

Only  such  geometric  solids  as  are  necessary  for  models  in 
object  drawing  need  be  constructed  in  this  grade.  The  skel- 
eton forms  are  useful  in  this  connection.  These  may  be  made 
with  cardboard. 

The  knowledge  and  skill  acquired  in  making  the  pocket 
book  may  be  applied  to  the  making  of  various  articles,  as  port- 
folios, book-covers,  sachets,  envelopes  of  various  patterns, 
boxes  made  in  one  piece,  etc.  Materials  used  in  patterns  of  this 
kind  are  paper,  leather,  cloth  and  tin. 


JANUARY,    FEBRUARY,    MARCH. 


Materials — Paper,  pencil,  eraser,  models. 


Perspective 
Representa- 
tion 


Drill     Exer- 


cises 


Relative  appearance  of 
horizontal  faces  dif- 
fering in  position 
and  distance 


Study  .of  objects    at  f 
varying  angles  with  1  F     , 
the  picture  plane        [  {»*». 


two  square  prisms, 
vertical  and  horizon- 
tal 

cylinder  and  square 
prism,  vertical  and 
horizontal 


Grouping 


Curves 


books,  vases  and 
other  objects  simi- 
lar in  character 


!  scroll 
wave 
radiating  lines 


In  teaching  object  drawing  the  leading  purpose  should  be  to 
develop  the  ability  to  see  the  ever-varying  appearances  of  forms 
and  to  lead  the  pupil  through  this  seeing  to  recognize  the  laws 
that  govern  the  appearances. 


153 

The  drawing  is  a  description  of  what  is  seen  and  is  a  neces- 
sary step  in  the  process  of  seeing  without  which  the  pupil  will 
not  discover  his  false  seeing. 

Do  not  allow  the  pupil  to  delude  himself  with  the  idea  that 
he  sees  right,  but  cannot  express  it. 

If  he  really  sees  that  a  line  making  a  right  angle  with  another 
appears  to  make  an  acute  angle,  he  will  not  be  likely  to  draw 
an  obtuse  or  a  right  angle  to  represent  it,  although  he  may 
forget  if  he  has  only  been  told  that  it  ought  to  appear  so.  After 
he  is  sure  there  is  such  an  appearance  he  should  be  taught  the 
reason  for  it. 

Encourage  home  sketches,  and  make  them  occasions  for 
general  lessons  on  the  laws  governing  the  appearance  of  form. 

The  purpose  of  the  drill  exercise  is  to  cultivate  freedom  and 
precision  of  movement  in  drawing  long  curves. 

The  exercise  should  be  carefully  studied. 

The  whole  arm  movement  should  be  used  in  the  drill. 


154 


APRIL,   MAY,   JUNE. 

Materials — Clay,  paper,  pencil,  eraser. 

'Construction 


Decoration 


Modeling     from      a   f  a  paper  weight   or 
working-drawing       {      some  similar  object 

Drawing  from  nature  j  flo^ers   and  leaves 
(      snowing  growth 

Bilateral  arrangement  {  conventional    flowers 
(       and  leaves 


Conventional  arrange- 
ment showing 
natural  growth 


Combinations 


Modeling  from  nature 


Modeling  from  casts 


a  sprig  with  a  flower 
and  two  or  three 
leaves  or  with  flow- 
er, buds  and  leaves 

borders 

unit  and  border 

flower  sprigs 
fruits 

any  good  example  of 
historic  art,  flowers 
or  fruit 


Application  of  design 
to  material 


borders  and  tiles  mod- 
eled or  carved  in 
clay  or  other  ma- 
terial 

designs  for  embroid- 
ery 

some  article  of  use  as 
a  portfolio  or  a  box 
designed  and  con- 
structed from  a 
working  drawing 
in  any  suitable  ma- 
terial and  decorated 

In  drawing  plant  forms  from  nature,  see  that  the  lesson  is 
given  when  the  sprigs  are  in  good  condition. 

The  .sprig  to  be  drawn  should  be  in  front  of  the  pupil,  and  in 
the  water  if  possible. 


155 

The  leading  lines,  the  blocking  of  the  general  form,  and  of 
the  leaves  and  flowers,  should  be  insisted  upon  before  the  details 
are  drawn. 

Those  pupils  who  cannot  work  rapidly  should  be  given 
twigs  having  fewer  leaves  or  flowers — simpler  forms  to  draw. 

It  is  desirable  that  each  pupil  should  execute  in  some  mater- 
ial, a  design  made  with  the  idea  of  its  adaptation  to  some  special 
purpose.  The  lesson  involved  in  the  exercise  is  an  important 
one.  If  clay  is  selected,  architectural  ornaments  in  relief  will 
be  especially  studied.  If  embroidery  is  selected,  the  attention 
of  the  pupil  will  be  directed  to  the  kinds  of  design  suited  to 
different  materials  and  purposes,  and  correspondingly  with 
any  other  kinds  of  work. 

As  the  materials  for  this  work  (with  the  exception  of  clay) 
must  be  provided  by  the  pupils,  it  cannot  be  absolutely  required. 
Its  introduction  must  be  the  result  of  an  interest  in  the  subject 
aroused  by  previous  lessons,  and  can  only  be  encouraged  and 
.guided  by  the  teacher.  It  is  hoped  that  the  teacher  will  bear 
in  mind,  that  encouragement  without  intelligent  direction  and 
'Criticism,  will  not  accomplish  the  desired  result.  If  a  portfolio 
•or  box  is  chosen,  the  pupil  should  be  reminded  that  pleasing 
proportions  in  the  construction,  and  a  harmonious  arrangement 
•of  color  is  of  more  importance  than  ornament,  and  that  if  an 
ornament  cannot  be  designed  that  will  add  to  the  beauty  of  the 
•object,  taste  in  design  requires  that  it  should  be  left  without 
•decoration. 

Directions  for  clay  modeling  will  be  found  in  Part  II, 
Appendix  B. 


Work  In  Shops! 


WOOD. 

SEVENTH    AND    EIGHTH   YEARS. 
Bench  Work : 

The  correct  method  of  using  planes,  handsaws,  chisels,  gouges, 
brace  and  bits,  hammer,  gauge,  clamps  and  other  tools,  in  the 
working  of  different  kinds  of  wood. 

All  construction  is  from  drawings  executed  by  the  pupil. 

HIGH    SCHOOL— FIRST  YEAR. 
Lathe  Work : 

The  proper  use  of  the  hand  wood-turning  tools  in  the  various 
operations  of  turning.  Blue-prints  used  are  taken  by  pupils 
from  their  own  tracings  and  drawings. 

SECOND   YEAR. 

IRON. 

Forging : 

The  making  and  management  of  a  forge  fire  and  the  forging 
of  small  articles  of  iron  involving  all  fundamental  operations. 
Steel  tool-making,  hardening  and  temporing. 

THIRD  AND  FOURTH  YEARS. 

Machine-tool  Work : 

The  use  of  engine-lathe,  planer,  sharper,  drill-press  and  hand- 
lathe,  in  the  various  processes  of  metal  turning,  boring,  thread- 
cutting,  planing,  slotting,  drilling,  polishing,  etc.,  upon  cast- 
iron,  wrought-iron,  steel,  brass  and  composition. 

See  Teacher's  Manual,  pamphlet  form. 


157 


Cooking. 


SEVENTH  AND  EIGHTH  YEARS. 

The  object  of  the  course  is  to  give  the  pupils  instruction  in 
plain  cooking  and  in  housekeeping,  so  far  as  it  is  dependent  on 
the  kitchen.  In  addition  to  recipes  for  ordinary  dishes,  and 
making  and  cooking  the  same  in  the  school,  notes  are  given  on 
the  proper  way  of  mixing  ingredients,  and  on  the  best  manner 
of  arranging  and  preserving  provisions.  As  much  of  the  chem- 
istry of  food  is  taught  as  is  necessary  for  intelligent  cooking. 

Two  hours  a  week  throughout  the  two  years. 

See  Teacher's  Manual,  pamphlet  form. 


Sewing. 


THIRD    YEAR. 

Basting. 

Running. 

Stitching. 

Overcasting. 

Hemming — three  widths,  ^,  ^  and  1  inch. 

Top  sewing. 

Work  bag. 


158 
FOURTH    YEAR. 

Teach  bias /<?//. 

French  seam. 

Tucking. 

Gathering — plain  and  French. 

Patching. 

Button-holes. 

Drafting  of  seamless  waist  and  making  of  same. 


FIFTH  YEAR. 

Gussets. 

Button-holes  and  buttons. 

Cloth  darning — with  and  without  piece  ;  straight  and  three- 
cornered. 

Garment  mending — both  patching  and  darning. 

Hem-stitching. 

Feather-stitching. 

Herring-bone  stitch. 

Draft  skirt  and  make  same. 


SIXTH  YEAR. 

Button-holes — cotton  and  cloth. 

Stocking  darning. 

Draft  drawers  and  make  same. 

Drafting  of  sleeve. 

Cutting  and  fitting  by  measurement,  from  "  The  M.  O.  Jones 
Self-adj usting' Tailor  System,"  as  taught  in  the  sixth  grades,  in 
the  southeast  and  southwest  sections  of  the  city. 


159 


Music. 


The  immediate  purpose  of  the  work  in  music  is  to  develop- 
pure,  full  voices,  to  train  the  pupils  to  read  music  accurately  at 
sight,  and  to  sing  with  intelligence  and  feeling. 

A  full  explanation  of  the  methods  to  be  pursed  in  this  work 
is  to  be  found  in  the  Music  Manual. 

MATERIAL. 

In  each  school-room  there  should  be  a  pitch  pipe  and  a 
simple  pendulum,  permanently  suspended  from  the  wall.  On 
the  blackboard,  in  all  schools,  throughout  the  year,  there 
should  be  a  representation  on  the  staff,  of  the  major  scale,  in 
the  various  keys.  (Modulator.)  In  all  schools  above  the 
third  grade,  a  similar  representation  of  the  chromatic  scale 
should  also  be  kept  on  the  board. 

Exercise  .  cards,  showing  the  methodical  development  of 
interval  work  in  the  major,  minor  and  chromatic  scales  are  fur- 
nished for  the  guidance  of  teachers.  Exercise  cards  are  also 
furnished  to  aid  in  the  introduction  and  development  of  two- 
part  and  three-part  harmony. 

The  schools  are  supplied  with  sight  work  arranged  for  the 
introduction  and  thorough  development  of  the  representation 
of  each  new  step  in  the  study  of  intervals  and  time.  For  the 
first  and  second  grades,  printed  sheets  of  music,  from  which, 
each  day,  exercises  are  to  be  copied  on  the  board,  are  furnished 
for  the  teachers.  For  the  other  grades,  the  sight  work  is  printed 
for  each  child.  Above  the  second  grade  this  work  is  supple- 
mented by  parallel  work  in  the  singing  books.  Each  group  of 
sight  work  is  accompanied  by  a  card  designating  what  music 
in  the  books  should  be  sung  in  connection  with  it. 


160 

Songs  for  rote  work  are  supplied  for  the  first  six  grades. 
All  the  sight  work  supplied  should  be  sung.     The  rote  songs 
should  be  taught  as  directed  by  the  special  teacher. 


SCHEDULE  OF    WORK. 

FIRST  YEAR. 
First  Term : 

The  scale  should  be  taught  as  a  unit.     The  intervals  of  the 
lower  part  of  the  scale  (1-5,  inclusive)  should  then  be  studied. 
The  idea  of  two-part  time  should  be  developed, 

Second  Term: 

The  study  of  the  lower  part  of  the  scale  should  be  continued. 
The  intervals  in  the  upper  part  of  the  scale  (five  to  eight  inclu- 
sive) should  be  studied  at  first  separately,  and  then  in  connec- 
tion with  those  of  the  lower. 

The  sight  work  consists  of  exercises  involving  (1)  only  those 
intervals  with  which  the  children  should  be  familiar  and  (2) 
the  one  form  in  time  (quarter  notes  in  2-4  time)  which  they 
know  perfectly. 

The  idea  of  quarter  rests  should  be  developed  toward  the 
end  of  this  term. 

Third  Term : 

The  more  difficult  intervals  of  the  scale  should  be  studied. 
At  the  end  of  the  term  the  pupils  should  be  able  to  sing  any 
interval  of  the  major  scale. 

The  sight  work  introduces  the  new  intervals  learned  and  the 
new  time  character — the  quarter  rest. 

Rote  songs  throughout  the  year. 

SECOND  YEAR. 
First  Term : 

The  first  year's  work  should  be  reviewed  until  the  children 
can  take  any  interval  of  the  major  scale  and  can  sing,  at  sight, 


161 

exercises  in  2-4  time  containing  only  quarter  notes  and 
quarter  rests. 

Tones  above  and  below  the  keynote  should  be  studied  in 
their  relations  to  each  other. 

The  idea  of  half  notes  and  half  rests  in  2-4  time  should  be 
developed. 

Second  Term: 

The  study  of  intervals  should  be  kept  up  with  great  care. 
The  vowels  should  be  used  more  than  the  syllables  in  this  work. 

The  sight-work  consists  of  exercises  using  the  time  form 
already  familiar,  together  with  the  newly  developed  time  char- 
acters— the  half  note  and  the  half  rest.  The  tie  is  introduced 
here. 

Third  Term: 

The  previous  work  with  intervals  should  be  continued.  The 
names  of  the  intervals — major  second,  minor  second,  etc. — 
should  be  taught. 

The  sight- work  consists  of  more  difficult  exercises,  involving 
the  use  of  the  time  form  and  the  time  characters — already 
familiar.  The  use  of  the  hold  is  taught. 

Rote  songs  throughout  the  year. 

THIRD  YEAR. 
First  Term: 

The  work  of  the  previous  years  should  be  reviewed  until  the 
children  can  sing  any  exercise  written  in  2-4  time,  using  only 
quarter  notes,  quarter  rests,  half  notes  and  half  rests,  with  the 
tie  and  hold. 

The  intervals  of  the  minor  scale  should  be  studied. 

The  idea  of  four-part  time  should  be  developed. 

Second  Term : 

The  study  of  intervals  in  the  major  and  minor  scales  should 
be  continued  with  unceasing  care.  Knowing  the  intervals  by 


162 

name,  the  children  should  be  taught  to  sing  any  interval  from 
a  given  note  as  the  name  of  the  interval  is  called.  Two-part 
harmony  should  be  added  to  the  interval  work. 

The  sight  work  is  in  4-4  time,  using  quarter  notes,  quarter 
rests,  half  notes,  half  rests,  and  developing  the  new  charac- 
ters— the  dotted  half  note,  the  whole  note  and  whole  rest. 

The  idea  of  three-part  time  should  be  developed. 

Third  Term : 

The  previous  interval  work  should  be  continued.  Two-part 
harmony  should  be  developed  further.  In  addition,  the  chil- 
dren should  be  taught  to  recognize  and  name  the  various  in- 
tervals when  heard. 

The  sight  work  is  in  3-4  time,  involving  the  characters 
already  familiar.  In  this  term  also  occur  easy  exercises  in 
two-part  harmony,  in  two,  three  and  four  part  time. 

Rote  songs  throughout  the  year. 

• 

FOURTH    YEAR. 
First  Term: 

The  work  of  the  previous  years  should  be  reviewed  until  the 
children  can  read  readily  exercises  in  2-4,  4-4  and  3-4  time, 
using  quarter,  half  and  whole  notes,  the  corresponding  rests 
and  the  dotted  half  note. 

The  easier  intervals  of  the  chromatic  scale  should  be  studied. 

The  sight  work  is  written  chiefly  in  3-8  time,  developing  the 
idea  of  the  eighth  note,  eighth  rest  and  the  dotted  quarter 
note.  The  greater  part  of  the  sight  work  from  now  on  is  writ- 
ten for  two  parts. 

Second  Term : 

The  interval  work  should  be  continued  along  the  same  lines 
as  in  first  term  work.  The  study  of  the  chromatic  scale  should 
be  further  developed. 

The  sight  work  develops  6-8  time. 


163 

/ 
Third  Term  : 

The  intervals  of  the  major,  minor  and  chromatic  scales 
should  still  be  diligently  studied. 

The  sight  work  develops  the  eighth  note  and  eighth  rest  in 
2-4,  3-4  and  4-4  time. 

Rote  songs  throughout  the  year. 

FIFTH  YEAR. 
First  Term : 

The  work  should  be  reviewed  until  the  children  can  sing 
sight  exercises  in  2-4,  4-4,  3-4,  3-8  and  6-8  time,  using  whole, 
half,  quarter  and  eighth  notes,  their  corresponding  rests,  and 
the  dotted  half  note ;  also  the  dotted  quarter  note  in  3-8  and 
6-8  time. 

Second  Term : 

Advanced  interval  work  in  the  major,  minor  and  chromatic 
scales. 

The  sight  work  develops  the  dotted  quarter  note  in  2-4,  3-4 
and  4-4  time. 

Third  Term : 

Advanced  interval  work. 

The  sight  work  develops  the  sixteenth  note  in  2-4,  4-4, 
3-4,  3-8  and  6-8  time. 

Rote  songs  throughout  the  year. 

SIXTH  YEAR. 
First  Term : 

The  work  of  the  previous  year  should  be  thoroughly 
reviewed. 

Three-part  harmony  should  be  introduced  in  the  interval 

work. 

Second  Term : 

Advanced  interval  work  in  the  major,  minor  and  chromatic 
scales.  Three-part  harmony  should  be  developed  further. 


164 

The  sight  work  develops  the  dotted  eighth  in  the  various 
kinds  of  time  already  presented.  The  sight  work  is  now 
written  chiefly  for  three  parts. 

Third  Term : 

Advanced  interval  work. 

The  sight  work  develops  the  thirty-second  note  and  the  dotted 
sixteenth  note  in  the  different  kinds  of  time  already  presented. 

Rote  songs  throughout  the  year. 


SEVENTH   YEAR. 

The  work  of  the  sixth  grade  should  be  thoroughly  reviewed. 

The  study  of  intervals  in  the  major,  minor  and  chromatic 
scales  should  be  continued  faithfully. 

A  sufficient  number  of  exercises  should  be  given  in  2-2,  2-8, 
6-4,  9-8  and  12-8  time  to  render  the  pupils  sufficiently  familiar 
with  those  time-forms  to  sing  them  understanding!  y  and  with 
ease. 

The  simple  marks  of  expression,  as  pp,  p,  f,  ff,  etc.,  are 
taught  incidentally  in  the  work  of  the  previous  years.  In  this 
grade  the  signs  indicating  the  degrees  of  force,  as  crescendo, 
decrescendo,  swell,  pressure,  tone,  forzando,  staccato,  marcato, 
legato,  etc.,  as  well  as  terms  indicating  the  character  of  the 
movement,  such  as  andante,  adagio,  allegro,  etc.,  should  be 
introduced. 

EIGHTH  YEAR. 

The  work  of  the  seventh  grade  should  be  reviewed.  The 
work  with  intervals  should  be  continued. 

The  double  sharp,  double  flat  and  double  natural  should  be 
introduced. 

The  study  of  thirds  in  the  different  kinds  of  time  should  be 
taken  up. 

The  more  difficult  forms  of  syncopation  should  be  studied. 

In  addition  to  this  work  a  large  amount  of  music  should  be 
sung,  especial  attention  being  given  to  expression. 


165 


Health   Exercises 


I.  INTRODUCTION. 
II.  AIMS. 

III.  GENERAL  GROUPING  OF  EXERCISES. 

1  Stretching  Exercises 

2  Exercises  for  Strength 

3  Relaxing  Exercises 

4  Exercises  for  Grace 

5  Breathing  Exercises 

6  Vocal  Exercises. 

IV.  GENERAL  DIRECTIONS. 
V.  POSITIONS  AND  SIGNALS. 

VI.  FIRST  AND  SECOND  GRADES. 
VII.  THIRD  AND  FOURTH  GRADES. 
VIII.  FIFTH  AND  SIXTH  GRADES. 
IX.  SEVENTH  AND  EIGHTH  GRADES. 


I.    INTRODUCTION. 

A  manual  of  physical  culture  which  will  present  the  work 
in  its  entirety,  is  now  in  course  of  preparation.     This  will  con- 


166 

tain  a  graded  course  with  full   and  definite  instructions  for 
giving  the  same. 

As  heretofore,  the  teachers  will  continue  to  work  from  printed 
lesson  sheets  containing  daily  programs  of  lessons  given  by  the 
teachers  of  physical  culture. 

II.    AIMS. 

1.  General : 

The  general  aim  of  physical  culture  is  to  secure  that  perfect 
condition  of  the  body  that  is  conducive  to  its  best  use  in  every- 
day life. 

2.  Specific: 

1  Health 

2  Good  carriage  of  body 

3  Symetrical  development 

4  Grace 

5  A  good  speaking  voice 

III.  GENERAL  GROUPING  OF  EXERCISES. 

According  to  the  purpose  of  the  exercises,  and  the  principles 
upon  which  they  are  based,  the  following  general  grouping 
can  be  made. 

1.  Stretching  Exercises : 

These  counteract  the  effect  of  the  overuse  of  the  flexor  rather 
than  of  the  extensor  muscles. 

2.  Exercises  for  Strength : 

These  are  given  to  make  the  muscles  obedient  to  the  will, 
and  to  secure  organic  perfection  of  the  body. 

They  are  given  in  the  order  of  the  parts  of  the  body,  thereby 
tending  to  secure  an  even  development. 

3.  Relaxing-  Exercises : 

By  these  the  body  is  relieved  of  unnecessary  tension  and  pre- 
pared for  graceful  movements. 


167 

4.  Exercises  for  Grace  : 

Graceful  movements  are  seen  and  imitated  by  the  children. 

5.  Breathing  Exercises: 

a  For  the  thorough  expansion  of  the  lungs, 
b  To  give  control  of  the  breath,  making  a  basis  for  vocal 
work. 

6.  Vocal  Exercises: 

Exercises  adapted  to  the  grade  are  given  in  breathing,  in 
articulating,  in  tone-placing  and  in  pronouncing.  A  good 
speaking  voice  is  all  that  is  sought. 


According  to  the  parts  of  the  body  exercised,  groups  1,  2, 
and  3  are  in  the  main  capable  of  the  following  division  : 

1  Head 

f  Chest 
I  Back 
]  Waist 
[  Abdomen 


2  Trunk 


SArm 
Forearm 
Hand 

(Thigh 

4  Lower  Limbs  -J  Leg 
(Foot 

GENERAL  DIRECTIONS. 

I.  The  average  amount  of  time  to  be  devoted  to  gymnastic 
work  in  each  grade  is  from  15  to  20  minutes  daily. 

1st  grade 19  minutes. 


2d 

.  19 

3d 

-25 

4th 

24 

5th 

14 

6th 

_  _  14 

7th 

12 

8th 

-18 

168 

II.  The  best  results  can  be  obtained  by  giving  the  exercises 
at  10  o'clock  in  the  morning,  or  midway  between  the  forenoon 
recess  and  the  noon  hour,  or  at  2  o'clock  in  the  afternoon. 

Decide  upon  a  certain  time  in  the  daily  program  when  the 
exercises  are  to  be  given,  then  give  them  at  that  time  with 
the  regularity  of  the  daily  recess. 

III.  If,  at  the  beginning  of  school  in  the  morning,  the  upper 
sashes  of  the  windows  are  lowered  a  short  and  equal  distance, 
such  as  can  be  maintained  during  the  day,  a  constant  ventila- 
tion of  the  school-room  will  be  secured.     This  refers  to  build- 
ings that  are  not  automatically  ventilated. 

Before  beginning  the  gymnastic  work  each  time  let  monitors, 
appointed  for  that  purpose,  lower  the  windows  a  greater 
distance. 

When  exercising,  the  temperature  of  the  room  should  be 
between  65°  and  70°. 

IV.  Use  every  reasonable  influence  to  persuade  the  girls  to 
adopt  a  loose  style  of  dress  for  the  school-room. 

V.  The  appearance  of  the  class  is  improved  and  better  gym- 
nastic work  secured,  if  the  pupils  are  seated  according  to  height 
with  the  shortest  in  front. 

VI.  Study  the  lesson  sheet  carefully  before  attempting  to 
give  a  new  lesson. 

Know  the  name  of  each  exercise  and  the  correct  signals  for 
the  same. 

See  that  the  children  know  the  names  of  the  exercises,  the 
signals,  and  what  to  do  when  the  signals  are  given. 

VII.  Avoid  all  unnecessary  movements   during  gymnastic 
exercises.     All  muscles  not  being  used  should  be  at  rest. 

VIII.  If,  for  any  reason,  a  change  in  the  lesson  is  desirable, 
see  that  an  exercise  be  given  for  each  part  of  the  body. 

IX.  Induce  the  pupils  to  maintain  a  good  carriage  of  the 
body  at  all  times. 

When  passing  in  line,  each  pupil  should  keep  the  distance 
of  the  length  of  the  arm  or  of  the  forearm  from  the  one  in 
front  of  him. 


169 

Cultivate  the  habit  of  walking  in  a  straight  line. 

X.  Teach  the  pupils,  when  walking  up  and  down  stairs,  to 
hold  the  body  erect,  placing  the  ball  of  the  foot  first  on  the 
step. 

XI.  A  practical  application  of  the  lesson  in  rising,  sitting, 
standing,  walking,  ascending  and  descending  steps,  should  be 
insisted  upon  at  all  times  during  the  day,  thereby  forming  cor- 
rect habits. 

XII.  When  criticizing  a  lesson  as  a  whole,   the  following 
points  are  specially  noted  : 

1.  Ventilation 

(  eyes 
head 

2.  Positions          <  chest 

a  Sitting          hands 
b  Standing  [  feet 

3.  Accuracy 

a  Of  the  class  as  a  whole 
b  Of  individual  pupils 

4.  Method  of  teacher  • 

5.  Uniformity 

6.  Quietness 

POSITIONS  AND  SIGNALS. 

Sitting  Position : 

I.  Resting  Position 

1  Body  far  back  in  the  seat  with  back  resting 

2  Chest  raised 

3  Head  erect 

4  Eyes  looking  toward  the  front 

5  Hands  resting  in  the  lap 

6  Feet  on  the  floor,  one  slightly  in  advance  of  the  other 

II.     Upright  Position  : 

1  Body  in  an  erect  position,  far  back  in  the  seat 

2  In  other  respects  the  "  Upright  Position  "  is  similar 
to  the  "  Resting  Position." 

The  "  Upright  Position  "  is  always  to  be  taken  during  gym- 
nastic work  in  the  seats,  and  when  preparing  to  rise. 


170 

Practice  changing  from  ' '  Resting  Position  "  to  "  Upright 
Position. ' ' 

Use  the  Signals  ' '  Rest ' '  and  ' '  Upright  ' '  to  designate  these 
two  positions. 

Standing-  Positions : 

I.  Position  of  respect. 

1  Chest  raised 

2  Abdomen  held  well  back 

3  Weight  resting  mainly  on  the  balls  of  the  feet 

4  Head  erect 

5  Arms  relaxed  at  sides 

6  Feet  forming  an  angle  of  about  60° 

7  Byes  looking  toward  the  front 

II.  Speaker's  position. 

1  One  foot  in  advance,  so  that  the  heel  of  the  forward 
foot  is  opposite  the  instep  of  the  other  foot 

2  Most  of  the  weight  on  the  ball  of  the  forward  foot 

In  other  respects  the  "Speaker's  Position"  is  similar 
to  the  ' '  Position  of  Respect. ' ' 
« 

SIGNALS. 

When  the  class  rises  in  a  body  the  signals  to  be  given  are  as 
follows  : 

I.  Rising1. 

1.  "  Ready  " — Place  the  right  foot  in  the  aisle. 

2.  "  Rise  " — Rise,  bringing  the  left  foot  up  to  the  right  foot 
and  take  ' '  Position  of  Respect. ' ' 

3.  "Position" — Step  into  the  middle  of  the  aisle,  taking 
' '  Position  of  Respect ' '  directly  behind  the  pupil  in  front. 

II.  Sitting:. 

1.  "Ready" — Take  a  step  beside  the  seat,  bringing  heels 

together. 

2.  "  Sit  "—Place  the  left  foot  in  front  of  the  seat  and  sit. 

3.  ' '  Position  '  '—Take  ' '  Resting  Position. ' ' 

Practice  rising  toward  the  left. 


171 
FIRST   AND    SECOND    YEARS. 

The  exercises  given  to  the  children  in  the  first  and  second 
years  of  school  work  have  largely  the  elements  of  play,  involving 
however,  the  necessary  preparation  for  the  regular  gymnastic 
work  beginning  in  the  third  grade. 

These  may  be  considered  as  : 

I.  Hygienic — seeking  a  good  carriage  and  a  regular  devel- 
opment with  all  possible  conditions  of  the  school-room  secured, 
which  aid  in  the  child's  healthful  growth. 

II.  Recreative — seeking    to  obtain   in    play    that    exercise 
which  is  most  natural. 

Gymnastic  Games : 

Games  which  exercise  many  parts  of  the  body,  and  in  which 
all  of  the  pupils  can  take  part,  are  to  be  introduced  during 
the  year. 

Positions : 

Begin  at  once  to  teach  correct  positions  for  sitting  and 
standing. 

First  show  what  you  wish  by  setting  the  example,  then  let 
the  children  imitate. 

Select  the  best  examples  from  the  class  to  be  observed  and 
imitated  by  the  pupils. 

Finally,  give  individual  attention  wherever  it  is  necessary. 

When  ready  for  work  the  children  should  have  the  best 
standing  position  in  the  middle  of  the  aisle.  The  line  should 
be  straight  and  graded  according  to  height. 

Signals : 

Teach  the  signals  for  rising  and  sitting.  Try  to  obtain  uni- 
formity by  having  each  pupil  move  with  the  one  in  front. 

Stretching1  Exercises : 

Much  stretching  of  all  parts  of  the  body  is  good.  It  is 
profitable  to  have  these  exercises  after  lessons  in  penmanship 
and  drawing. 


172 

Relaxing  Exercises: 

Frequently  lift  the  arms  of  pupils  when  standing  and  walk- 
ing, to  see  if  they  drop  lifelessly. 

Be  careful  that  pupils  do  not  raise  the  shoulders  thinking 
that  thereby  they  are  raising  the  chest.  To  correct  this  evil 
give  relaxing  exercises  for  the  shoulders. 

Walking : 

First  let  one  row  walk  around  the  room.  The  children  who 
are  sitting  in  their  seats  should  observe  and  decide  who  walk 
the  best. 

When  two  rows  are  able  to  walk  well,  unite  them  and  form 
one  line. 

Finally  let  the  whole  school  walk  around  the  room. 

The  children  should  know  and  observe  the  following 
directions : 

1  Keep  the  chest  high 

2  Hold  the  head  erect 

3  Carry  the  arms  loosely  at  the  sides 

4  Walk  in  a  straight  line 

5  Turn  a  square  corner 

6  Keep  the  distance  of  the  length  of  the  arm  or  of  the 

forearm  from  the  child  in  front. 

Exercises  for  Grace: 

Natural  movements  and  attitudes  which  do  not  violate  the 
principles  of  grace  are  given  by  the  teacher  to  be  imitated  by 
the  children. 

Breathing : 

A  few  natural  deep  breaths  taken  in  an  upright  position  at 
the  direction  of  the  teacher,  is  all  that  is  expected  in  these 
grades. 

Voice : 

Secure  soft,  clear  and  smooth  tones  in  the  school-room  by 
giving  them  for  the  imitation  of  the  children. 


173 
THIRD   AND  FOURTH  YEARS. 

The  gymnastics  now  take  on  the  character  of  accuracy  and 
precision. 

Positions : 

The  positions  to  be  taken  for  gymnastics,  both  when  sitting 
and  standing,  have  been  taught  in  the  first  and  second  grades 
and  now  need  to  be  insisted  upon  that  correct  habits  may  be 
formed. 

Signals : 

These  are  to  be  given  as  drill  exercises  until  the  whole  class 
is  able  to  move  with  ease,  uniformity,  and  quietness.  Do  not 
permit  the  children  when  rising  to  help  themselves  by  taking 
hold  of  the  desk.  The  arms  should  drop  at  the  sides,  and  the 
best  standing  position  immediately  be  taken  beside  the  seat, 
without  fussing  or  unnecessary  movements  of  the  body. 

Exercise  for  Strength : 

These  exercises,  with  full  directions,  will  be  printed  on  the 
lesson  sheets  issued  during  the  year. 

Relaxing  Exercises : 

Relax  hands  before  and  after  lessons  in  penmanship  and 
drawing. 

Elevated  shoulders  can  be  brought  down  and  a  stiff  carriage 
of  the  arms  overcome  by  giving  relaxing  exercises  for  these 
parts. 

Walking : 

Frequently  let  the  children  walk  for  the  observation  and 
criticism  of  the  whole  class.  Each  child  should  know  and  ob- 
serve the  following  points : 

1  Head  erect 

2  Chest  high 

3  Abdomen  held  well  back 

4  Arms  hanging  loosely 

5  Walk  lightly. 


174 

Breathing1 : 

Give  breathing  exercises  each  day  taken  in  an  upright 
position. 

Breathe  deep,  so  as  to  thoroughly  expand  the  lungs. 

Voice : 

To  secure  a  good  natural  tone,  the  child  should  be  in  a  good 
humor,  without  frowns  or  unpleasant  feelings. 

Cultivate  the  ear  of  each  pupil  by  presenting  good,  clear, 
smooth  tones  for  imitation. 

FIFTH  AND  SIXTH  YEARS. 

As  the  work  advances  a  few  of  the  simple  exercises  are  com- 
bined requiring  greater  co-operation  of  muscles.  I,ead  the 
children  to  see  the  relation  of  physical  exercises  to  good  health. 

Teach  the  importance  of  a  good  carriage  as  affecting  health 
and  as  a  matter  of  personal  appearance. 

Positions  and  Signals : 

The  remarks  made  in  regard  to  positions  and  signals  in  the 
work  for  the  first  four  grades  apply  to  these  grades. 

Exercises  for  Strength  : 

Always  give  these  in  the  order  of  the  parts  of  the  body,  so 
that  at  the  end  of  the  lesson  the  whole  of  the  body  will  have 
been  exercised. 

Walking : 

Observe  all  the  directions  given  in  regard  to  a  good  carriage. 
Cultivate  the  habit  of  walking  directly  forward  in  a  straight 
line. 

When  children  walk  in  a  line,  for  the  sake  of  appearance, 
the  following  directions  should  be  obeyed  : 

1.  Keep  the  distance  of  the  length  of  the  arm  or  of  the  fore- 
arm from  the  one  in  front. 

2.  Walk  directly  behind  the  one  in  front,  so  as  to  keep  the 
line  straight. 

3.  Turn  square  corners. 


175 


Ascending  and  Descending  Steps : 

It  is  well,  as  an  exercise,  to  let  the  whole  school  pass  out  of 
the  room,  down  and  up  stairs,  observing  the  points  given  above. 
When  going  upstairs  bear  in  mind  to  keep  the  body  erect  and 
place  the  ball  of  the  foot  first  on  the  step. 

Relaxing;  Exercises : 

Frequently  practice  the  relaxing  exercises  given  during  the 
year,  even  after  perfection  is  obtained. 

Breathing : 

Let  the  children  place  their  hands  on  the  waist  in  front  so  as 
to  feel  the  motion  at  that  part. 

During  breathing  there  should  be  little  or  no  motion  of  the 
shoulders. 

Voice : 

Breathing  exercises,  in  which  the  breath  is  exhaled  very 
slowly,  are  given  to  gain  control  of  the  muscles  used  in  ex- 
halation, thereby  gaining  control  of  the  breath. 

Simple  exercises  in  articulation  are  given  during  the  year. 

It  is  suggested  that  lists  of  mispronounced  words  be  kept  on 
the  board,  and  that  frequently  the  pupils  be  drilled  in  pro- 
nouncing them  correctly  and  distinctly. 


SEVENTH  AND  EIGHTH   YEARS. 

The  work  in  these  grades  presents  greater  difficulties,  in- 
cluding many  combined  exercises. 

It  is  desirable  that  the  children  have  a  distinct  understand- 
ing of  all  that  is  done. 

Teach  in  connection  with  physiology  : 

1  The  relation  of  exercises  to  health 

2  The  value  of  special  exercises,  or  school  gymnastics, 

given  for  the  symmetrical  development  of  the  body 


176 

3  The  importance  of  a  good  carriage  of  the  body — 

a  For  health 

b  For  personal  appearance 

4  The  hygienic  value  of  deep  breathing 

5  The  injurious  effects  of  tight  clothing 

In  the  eighth  grade  the  pupils  ought  to  understand  the 
physiology  of  breathing — the  muscles  used  in  respiration,  and 
their  action  in  inhalation  and  exhalation. 

Positions : 

The  children  know  the  essentials  of  a  good  standing  position. 
This  should  be  insisted  on  at  all  times  until  the  habit  is  fixed. 

Take  many  exercises  with  a  book  on  the  head.  This  will 
most  quickly  and  surely  secure  a  good  general  carriage. 

Signals  : 

When  perfection  has  been  obtained  in  obeying  signals,  not 
more  than  a  minute  need  be  spent  in  passing  from  the  best 
sitting  position  to  the  best  standing  position. 

When  rising,  avoid  bending  forward  more  than  is  necessary. 
Avoid  also  the  other  extreme,  rising  without  any  motion  of  the 
spinal  column. 

Exercises  for  Strength  : 

One  day  each  week  is  to  be  spent  in  exercises  with  wands  or 
dumb-bells. 

Other  exercises  of  the  week  will  be  printed  on  daily 
programs. 

Walking- : 

Teach  pupils  as  individuals  to  walk  lightly,  freely  swinging 
the  leg  from  the  hip,  and  without  unnecessary  motion  in  the 
upper  part  of  the  body.  However,  in  walking,  as  in  all 
exercises,  avoid  a  stiff  carriage  of  the  spine  and  head. 

Ascending  and  Descending  Steps  : 

Frequently  let  the  whole  class  pass  out  of  the  room,  down 
and  up  stairs,  observing  the  directions  given  to  the  fifth  and 
sixth  grades  for  these  drills. 


177 

Relaxing1  Exeivisrs  : 

Whenever  a  stiffness  of  any  part  of  the  body,  caused  by  un- 
necessary tension,  is  noticed,  immediately  give  a  relaxing 
exercise  for  that  part  of  the  body. 

Voice : 

The  voice  work  in  these  grades  may  be  considered  under 
four  heads  : 

1  Breathing. 

a  For  the  thorough  expansion  of  the  lungs, 
b  To   strengthen   the  muscles  of  respiration  and  give 
control  of  the  breath  during  exhalation. 

2  Tone  placing. 

To  secure  a  good  tone,  the  breath  should  be  directed 
well  forward  in  the  mouth.  Exercises  are  given  to 
cultivate  the  tendency  to  throw  the  tone  there. 

3  Articulation. 

Exercises  are  given  to  cultivate  a  prompt  but  easy  action 
of  the  organs  of  articulations,  avoiding  too  great  pre- 
cision of  utterance. 

4  Pronunciation. 

At  the  beginning  of  the  week  place  on  the  board  a  list 
of  words  commonly  mispronounced.  Drill  the  pupils 
in  uttering  them  correctly  and  distinctly  one  minute 
each  day. 


178 


HIGH  SCHOOLS. 


The  Studies  of  the  Academic  High  Schools  embrace  Mathematics, 
Physics,  Chemistry,  Mineralogy,  Natural  History  (Botany,  Zoology), 
Geology,  History,  Political  Science,  English,  German,  Latin,  Drawing, 
Manual  Training,  Military  Drill  and  Vocal  Music.  For  convenience  of 
classification,  two  leading  courses  of  study  are  outlined,  but  no  one  of 
these  is  in  every  part  compulsory.  Subject  to  the  requirements  of  the 
hour  plan  of  recitations,  a  pupil,  acting  with  the  approval  of  his  parents 
or  guardian,  may  determine  his  own  course  of  study.  The  order  of  sub- 
jects in  the  several  departments,  with  the  hours  of  recitation  or  number 
of  exercises  apportioned  to  each,  is  as  follows : 

MATHEMATICS. 

FIRST  YEAR. 

School  Algebra,  Wentworth — Simultaneous  simple  equations ;  In- 
volution and  evolution ;  Radical  expressions ;  Quadratic  equa- 
tions ;  Theory  of  exponents ;  Ratio  and  Proportion ;  Progres- 
sions ;  Binomial  Theorem.  One  hundred  and  eighty  hours. 

SECOND  YEAR. 

Plane  Geometry,  Wentworth — Rectilinear  figures;  Circles;  Pro- 
portional lines  and  similar  polygons ;  Comparison  and  meas- 
urement of  the  surfaces  of  polygons ;  Regular  polygons  and 
circles. 

Theorems  for  original  demonstration. 

Exercises  involving  the  practical  application  of  propositions  proved. 
One  hundred  and  twenty-four  hours. 

Solid  Geometry,  Wentworth — Lines  and  Planes  in  Space.  Twenty 
hours. 

THIRD  YEAR. 

Solid  Geometry,  Wentworth  —  Polyhedral  angles;  Polyhedrons, 
cylinders  and  cones ;  The  sphere. 

Original  demonstrations  and  exercises  as  in  the  second  year.  Forty- 
four  hours. 

Plane  Trigonometry — Functions  of  acute  angles ;  The  right  triangle ; 
Goniometry ;  The  oblique  triangle.  Forty-four  hours. 

Surveying,  with  Field-work — Instruments  and  their  uses ;  Land 
surveying ;  Triangulation  ;  Leveling ;  Railroad  surveying. 


179 

Field-work  with  the  compass,  transit,  plane-table  and  level. 
Computation  and  plotting  from  field  notes.     Fifty-six  hours. 

FOURTH  YEAR. 

Analytical  Geometry,  Wentworth — Plotting  of  curves;  Relation  of 
pole  and  polars  of  a  circle ;  Parabola ;  Locus  of  middle  points 
of  parallel  chords ;  Tangents  from  ends  of  chords,  ellipse, 
hyperbole,  asymptotes,  conjugate  diameters,  etc.  Eighty-eight 
hours. 
College  Algebra,  Wentworth — Fifty-six  hours. 

CHEMISTRY. 

SECOND    YEAR. 

Inorganic  Chemistry,  Eliot  and  Storer's  Manual.     Thirty-six  hours. 
Introduction  to  Organic  Chemistry. 

Experimental  Lectures,  reported  by  students.     Thirty-six  hours. 
Laboratory  Practice.     One  hundred  and  five  hours. 

THIRD  yEAR. 

Organic  Chemistry,  Eliot  and  Storer's  Manual. 

Laooratory  Practice  in  Analytical  Chemistry.     One  hundred  and 

five  hours. 

Qualitative  Analysis. 
Experimental  Lectures,  reported  by  students.     Thirty-six  hours. 

FOURTH    YEAR. 

Organic  Chemistry. 
Assaying. 
Quantitative  Analysis. 

MINERALOGY. 

THIRD  YEAR. 

Crosby's  Mineralogy.    Fifteen  hours. 

Blowpipe  Analysis  and  Determinative  Mineralogy.    Sixty  hours. 

Study  of  collection  at  the  National  Museum. 

Preparations  of  specimens  for  the  school  cabinet. 

PHYSICS* 

SECOND  YEAR. 

Gage's  Introduction  to  Physical  Science.    Seventy-two  hours. 
Lectures,  with  Experiments.     Tiventy.  hours. 
Laboratory.     One  hundred  and  five  hours. 

•NOTE.— A  continuous  effort  is  made,  throughout  the  course,  to  develop  habits  of  personal 
investigation,  and  each  student  is  encouraged  to  make  and  to  use  the  most  instructive 
pieces  of  physical  apparatus.  The  appliances  at  hand  in  the  Department  of  Manual  Train- 
ing arc  utilized  to  this  end,  thus  combining  the  practice  of  the  training  of  both  branches. 


180 

THIRD  YEAR. 

Gage's  Introduction  to  Physical  Science,  (continued). 

Lodge's  Elements  of  Mechanics,  Light,  Heat,  Sound,  Thompson's 

Elementary  Lessons  in  Electricity. 
Recitations.     Thirty-five  hours. 
Laboratory.     One  hundred  and  forty  hours. 

FOUBTH  YEAR. 

Laboratory. 

Electricity  and  Magnetism.     One  hundred  and  forty-four  hours. 

ZOOLOGY* 

FIRST  YEAR. 

Zoology — Work  in  Examinations  of  Objects,  with  and  without  the 
microscope.  Twenty  hours. 

Packard's  First  Lesson  in  Zoology.     Twenty  hours. 

Laboratory  Practice.     Thirty-six  hours. 

Studies  at  the  U.  S.  Fish  Commission  Station,  the  Smithsonian  In- 
stitution and  National  Museum.  Ten  hours. 

Preparation  of  a  Paper  Stating  Results  of  Original  Observations  on 
a  special  topic  assigned. 

Preparations  of  a  Condensed  Summary  of  the  Characters  of  Prin- 
cipal Orders  throughout  the  Animal  Kingdom. 

BOTANY* 

THIRD  YEAR. 

Botany — Practical  Exercises  in  the  Examination  and  Analysis  of 
Plants.  Eighty  hours. 

Gray's  Lessons  and  Manual.    Forty  hours. 

Lectures  (supplementary  to  the  text-books,  and  upon  Crypto- 
gams). Forty  hours. 

Laboratory  Work  (devoted  to  exercises  in  drawing  and  describing 
the  details  of  plant  structure,  with  and  without  the  micro- 
scope). Thirty  hours. 

Study  of  Tropical  Plants  and  of  Growing  Plants. 

Studies  at  the  U.  S.  Botanical  Gardens  and  in  Excursions. 

Preparation  of  100  Description  Papers  (each  stating  the  character- 
istic external  features  of  some  plant  analyzed). 

Preparation  of  3  Observation  Papers  (stating  results  of  original 
observation  on  some  general  topic  assigned). 

Preparation  of  a  Condensed  Summary  of  Structural  and  Systematic 
Botany. 

*NOTE. — In  these  subjects,  as  will  be  seen  from  above,  the  mode  of  study  is  founded 
on  the  examination  of  subjects,  with  the  constant  aim  of  developing  the  habit  of 
observation. 


181 

Preparation  of  Illustrative  charts,  in  crayon,  colored  chalk  and 
water  color. 


FOURTH  YEAR. 


Advanced  Botany— Trees  and  Plants  of  Washington.    Sixty  Aourx. 
Laboratory  Work,  with  and  without  the  microscope,  using  Bower's 
Practical  Botany.    Sixty  hours. 


GEOLOGY* 

FOURTH  YEAlf. 

Geology — Le  Conte's  Elements.    Sixty  hours. 
Laboratory  Work — Sixty  hours. 

HISTORY  AND  POLITICAL  SCIENCE.f 

FIRST  YEAR. 

Oriental  Historv. 
History  of  Greece. 

Myers'  The  Eastern  Nations  and  Greece.    Four  hours  weekly, 

first  half  year.    Seventy-two  hours. 
History  of  Rome. 

Allen's  Short  History  of  the  Roman  People.     Four  hours 
weekly,  second  half  year.    Seventy-two  hours. 

SECOND  YEAR. 

Montgomery's  History  of  England.  Three  hours  weekly.  One 
hundred  and  eight  hours. 

THIRD  YEAR. 

Myers'  General  History. 

Fiske's  Civil  Government  in  the  United  States.  Four  hours 
weekly.  One  hundred  and  forty-four  hours. 

FOURTH  YEAR. 

American  History  and  Constitution :  by  topics.  Four  hours 
weekly.  One  hundred  and  forty-four  hours. 

Political  Economy.  Four  hours  weekly.  One  hundred  and  forty- 
four  hours. 

•NOTE. — In  this  subject,  as  will  be  seen  from  above,  the  mode  of  study  Is  founded 
on  the  examination  of  subjects,  with  the  constant  aim  of  developing  the  habit  of 
observation. 

t  NOTE.— The  general  method  of  instruction  lays  stress  upon  the  value  of  topical  studies. 
These  vary  in  character  in  the  different  years,  but  all  have  the  aim  to  teach  the  students 
the  art  of  using  advantageously  sources  of  information,  the  power  of  discriminating 
between  important  and  unimportant  facts,  and  the  habit  of  clear  and  forcible  expression 
of  ideas. 


182 
ENGLISH. 

FIRST  YEAR. 

Representative  Discourse.  Structure  and  Expression — descrip- 
tion, narration,  comparison  and  exposition.  Twenty-wen, 
hours. 

Brief  outline  of  English  Literature.     Twelve  hours. 

Selections  from  Standard  Authors.     Seventy  hours. 
Tennyson. 
Dickens. 
Macaulay. 
Coleridge. 
Byron. 
Goldsmith,  etc. 

SECOND  YEAR. 

Argumentative  Discourse — proofs,  a  priori,  proofs    by  example, 

proofs  by  evidence.    Eighteen  hours. 
Principles  of  Rhetoric.     Thirty-six  hours. 
Addison.    Milton.     Eighteen  hours. 
Shakespeare — (comedy).     Thirty-six  hours. 

THIRD  YEAR. 

Chaucer.    Prologue  and  Nonnes  Tale.     Twenty-eigM  hours. 
Bacon.    Essays.     Twenty-four  hours. 
Milton.    Paradise  Lost.     Twenty  hours. 
Shakespeare  (tragedy).    Seventy-two  hours. 

FOURTH  YEAR. 

The  English  Essayists.     Thirty-six  hours. 

The  English  Novel.     Thirty-six  hours. 

Topics  for  Research,  Criticism  and  Invention,  connected  with  a 

study  of  Modern  Poetry  and  a  review   of  Grammar  and 

Rhetoric.    Seventy-two  hours. 

NOTE. — The  first  year's  course  aims  to  instruct  pupils  in  the  art  of  writing  and  speaking 
correct  English,  to  give  a  knowledge  of  what  is  best  in  literature,  and  to  cultivate  a  love 
for  books  and  reading.  An  entire  selection  is  taken  for  critical  study.  The  principles  of 
correct  expression  are  impressed  by  constant  exercises  in  writing.  Pupils  are  required  to 
keep  note-books,  in  which  outlines,  reproductions,  notes  of  lectures,  and  tables  are 
entered. 

In  the  second  year  the  study  of  Rhetoric  is  supplemented  by  reference  to  the  best 
English  writers,  for  practical  examples,  and  by  constant  practice  in  writing. 

Shakespeare  is  studied  with  a  view  to  broad  literary  culture.  An  entire  quarter  is 
devoted  to  a  single  play,  which  is  so  presented  as  to  evolve  an  appreciation  of  the  art  of 
dramatic  composition  and  the  development  of  character  and  plot,  as  also  original  critical 
thought  in  pupils. 

The  course  in  English  is  progressive,  the  first  year's  work  being  preparatory  to  the 
second,  the  second  to  the  third,  etc. 


183 
GERMAN. 

FIRST  YEAR. 

Bernhardt's  "Sprach  und  Lcsebuch,"  Vol  I ;  Conversation ;  Writing 

German  ;  Stories.     One  hundred  and  eighty  hours. 
Storm's  "  Immensee." 

SECOND  YEAR. 

Bernhardt's  "  Sprachbuch,"  Vol.  II ;  "  Im  Zwielicht,"  Vol.  I ;  Ge- 
schichte  der  deutschen  Litteratur  ;  Conversation ;  Composition  ; 
Grammar.  One  hundred  and  forty-four  hours. 

Till  HI)  YEAR. 

Bernhardt's  "  Goethe's  Meisterwerke ; "  Geschichte  der  deutechen 
Litteratur ;  Conversation ;  Advanced  Composition ;  Grammar. 
One  hundred  and  forty-four  hours. 

FOntTH  YEAR. 

Sheldon's  German  Grammar. 
Goethe's  Meisterwerke — complete. 
Selections  from  Schiller. 
Lessing's  "  Nathan  der  Weise." 

LATIN. 

FIRST   YEAR. 

Grammar  and  Lessons.     One  hundred  and  forty  hours. 
Gallic  War,  Book  II,  ten  chapters.    Forty  hours. 

SECOND  YEAR. 

Gallic  War,  Books  I,  II,  III  and  IV.     One  hundred  and  forty  hours. 
Cicero,  One  Oration.    Forty-five  hours. 

THIRD  YEAR. 

Cicero,  Seven  Orations.     One  hundred  and  twenty  hours. 
jEneid,  Book  I.    Sixty  hours. 

Forirrn  YEAR. 

^Eneid,  Books  II,  III,  IV,  V  and  VI.    Eclogues. 

Ovid,  Reviews. 

Collar's  Composition.  One  hour  per  week,  first  semester  of  last 
three  years. 

Writing  Latin  and  reading  at  sight,  throughout  the  course,  and 
occasional  lectures  on  i.atin  literature,  antiquities,  and  phil- 
ology. 


184 
GREEK. 

SECOND  YEAR. 

White's  First  Lessons.    Seventy-two  hours. 
Xenophon's  Anabasis. — Book  I,  begun. 

THIRD  YEAR. 

Xenophon's  Anabasis. — Books  I,  II,  III,  IV,  and  review. 
Goodwin's  Grammar. 

FOURTH  YEAR. 

Goodwin's  Greek  Moods  and  Tenses. 
Herodotus — Book  VII. 
Homer's  Iliad.— Books  I,  II,  III,  IV. 
Prose  Composition. 

DRAWING. 

Regular  Classes. 

FIRST  YEAR. 

One  hour  per  week. 

Geometrical  work. — Construction  of  geometrical  problems ;  geomet- 
rical design ;  development  of  solids ;  making  models  of  paper 
to  be  used  in  free-hand  work. 

Free-hand  work. — Review  and  study  of  cube,  square  prism,  cylinder, 
cone,  triangular  prism,  hexagonal  prism,  and  square,  pyramid, 
groups  of  models  in  different  positions  and  shaded  in  one  tone ; 
sketching  flowers  and  leaves  from  nature. 

SECOND  YEAR  : 

One  hour  per  week. 

Geometrical  work. — Study  of  Roman  letters ;  orthographic  projection ; 

development  of  solids  and  making  models  of  paper. 
Free-hand  work. — Study  of  groups    of  models    and  school-room 

objects,  with  light  and  shade  effects;  flower  drawing  from 

nature. 

THIRD  YEAR : 

One  hour  per  week. 

Geometrical  work. — Review  of  projections ;  study  of  mechanical  per- 
spective, both  parallel  and  angular;  the  rule  for  finding  the 
real  length  of  a  line  from  its  projections  and  its  application  in 
the  development  of  pyramidal  forms. 

Free-hand  work. — Groups  of  models  and  other  objects  drawn  on 
paper  with  charcoal,  or  on  the  blackboard,  to  acquire  breadth 
of  treatment. 

FOURTH   YEAR. 

One  hour  per  week. 

Sketching  from  inanimate  objects  and  from  life,  using  soft  pencil 
or  charcoal. 


185 
Elective  Course. 

FIRST   YEAR. 

Two  hours  per  week. 

Geometrical  work.— Study  of  polygons,  ellipse,  parabola,  hyperbola, 

cycloid  curves,  Roman  and  Greek  moldings,  etc. 
Free-hand  work. — Study  in  light  and  shade,  single  models,  groups  of 

models,  and  Greek  vase  forms,  using  pencil  and  pen  and  ink ; 

study  of  plant  drawing  from  nature. 
Clay  work — Modeling  Greek  vase  forms  in  the  round  ;  modeling  in 

relief  forms  from  casts  and  from  the  natural  leaf. 

SECOND  YEAR  : 

Two  hours  per  week. 

Geometrical  work. — Projections,  orthographic  and  isometric ;  per- 
spective, by  direct  use  of  projections  and  by  use  of  vanishing 
points  and  measuring  points. 

Free-hand  work. — Study  of  light  and  shade,  shading  with  stump, 
single  objects,  groups  of  objects,  Greek  vase  forms  and  sim- 
ple casts. 

Clay  work. — Modeling  in  the  round  the  Greek  vase  forms  studied 
in  light  and  shade ;  designing  a  simple  rosette  form  and  mod- 
eling it  in  relief. 

THIRD  YEAR: 
Two  hours  per  week.    Three  elective  courses. 

Geometrical  work. — Continue  work  of  previous  year  in  projections, 

with  light  and  shade,  using  water-color  washes. 
Study  helix  and  screws  (wooden  and  iron). 

Study  development  of  solids,  making  paper  model — cones  showing 
parabola,  hyperbola,  ellipse ;  roofs  with  dormer  windows ;  one 
prism  penetrated  by  another,  etc. 

Crayon  work. — Continue  work  of  second  year,  using  more  elaborate 
casts  of  fruit  and  flowers,  of  the  parts  of  the  human  face ;  masks 
of  classic  heads,  and  busts. 

Clay  work :  Modeling  from  casts  the  parts  of  the  human  face 
and  masks  in  connection  with  the  study  of  light  and 
shade  from  the  same  casts. 

Water-color  work. — Painting  groups  of  objects  first  in  monochrome, 
then  in  color ;  flowers  from  nature ;  study  of  historical  ornament 
and  original  design,  modeling,  design  in  relief. 

FOURTH  YEAR. 

Time,  two  hours  per  week. 

Advanced  work,  in  color,  crayon,  or  geometrical  drawing. 


186 
VOCAL  MUSIC. 

FIRST  YEAR. 

Drill  in  the  elementary  principles  of  music ;  Sight  reading  ;  Part 
songs.     One  hour  a  week. 

SECOND  AND  THIRD   YEARS. 

Sight  reading,  continued ;  Part  songs ;  Chorals ;  Glees.     One  hour 
a  week. 

FOURTH  YEAR. 

Drill  in  expression  and  the  finer  points  of  execution. 
MANUAL  TRAINING. 

FIRST   YEAR. 

Drawing.     Twenty  hours. 
Wood-turning.    Sixty  hours. 

SECOND  YEAR. 

Blacksmithing.     Si-xty  hours. 
Drawing.     Twenty  hours. 

THIRD  YEAR. 

Machine  shop  work.     Eighty  to  two  hundred  hours. 

FOURTH  YEAR. 

Continuation  of  work  in  the  Machine  Shop.     Eighty  to  two  hun- 
dred hours. 

MILITARY  DRILL. 

The  organization  for  this  purpose  consists  of  a  regiment  of  two  bat- 
talions, of  four  companies  each,  with  a  full  roster  of  field,  staff,  and 
line  officers,  and  membership  is  open  to  all  boys  of  suitable  age  and 
size,  not  physically  disqualified. 

Drills  occur  twice  a  week,  beginning  at  two  o'clock. 

The  public  exhibitions  and  parades  in  which  the  battalion  may  partici- 
pate are  limited  to  the  following  : 

(a)  An  exhibition  drill  at  some  convenient  time  near  the  close  of  the 
school  year,  at  which  the  various  companies  compete  for  a  prize 
flag  for  excellence  in  drill. 

(6)  A  dress  parade  near  the  close  of  the  year,  when  the  battalion  is 
reviewed  by  the  Di&trict  Commissioners  and  the  Secretary  of  War. 

The  school  makes  arrangements  to  have  uniforms  furnished  at  contract 
price,  usually  not  exceeding  $15.00. 

The  equipment  of  the  battalion  consists  of  Springfield  cadet  rifles  and 
regulation  accoutrements. 


187 
THE  SCHOOL  LIBRARY. 

Use  of  the  school  library  is  prescribed  in  connection  with  the  courses 
of  study. 

Books  are  arranged  and  catalogued  by  subjects. 

Cyclopedias  and  works  of  reference  are  for  consultation  only ;  other 
books  may  be  drawn. 

Number  of  volumes  in  library,  five  thousand  six  hundred. 

Hours  for  pupils,  from  two  to  half-past  three  o'clock  each  school-day. 

Pupils  have  access  to  the  library  during  their  study  periods  in  school 
hours  by  securing  permit  slips  from  teacher. 

The  librarian  and  an  assistant  teacher  are  always  present  to  direct  and 
assist  pupils. 


TEXT-BOOKS  AUTHORIZED  FOR  USE. 

IN  THE   FIRST-YEAR  CLASS. 

English :  Pamphlets  in  English  Classic  Series  (may  be  procured  as 
needed).  *Smith's  English  and  American  Literature,  80  cts.  History: 
Myer's  Eastern  Nations  and  Greece,  $1.00.  Allen's  History  of  the  Roman 
People,  $1.00.  Algebra:  Wentworth's  School,  $1.15.  Latin:  Allen  & 
Greenough's  Grammar  (Revised,)  $1.25.  The  Beginners'  Latin  Book, 
Collar  and  Daniell,  $1.00.  German:  Bernhardt's  Sprachbuch,  I,  $1.10; 
"  Immensee,"  30  and  50  cts.  Zoology :  Packard's  Elementary  Course,  90 
cts.  Drawing :  Blank  Drawing  Book  (manilla  paper). 

BUSINESS  COURSE. — Business  Arithmetic :  Sadler's  Inductive,  Part  II,  90 
cts.  English:  Eaton's  Manual  of  Correspondence,  25  cts.  Lockwood's 
Lessons  in  English,  $1.25.  Book-keeping :  Bryant  and  Stratton's  Common 
School,  85  cts.  Shorthand:  Barnes'  Manual,  90  cts. 

IN    THE   SECOND-YEAR    CLASS. 

English:  A.  S.  Hill's  Principles  of  Rhetoric,  80  cts.  History:  Mont- 
gomery's English  History,  $1.12.  Chemistry:  Eliot  and  Storer's  Manual 
(last  edition)  $1.15.  Geometry:  Wentworth's  New  Plane  and  Solid, 
(Revised)  $1.40.  Latin:  Caesar's  Gallic  War  (any  edition,  Kelsey's  or 
Allen  &  Greenough's  recommended),  $1.25.  Greek:  Goodwin's  Greek 
Grammar  (edition  of  '92),  $1.50.  White's  Greek  Lessons,  $1.20.  German  : 
Bernhardt's  Sprachbuch,  II,  $1.10.  "Im  Zwielicht"  Vol.  I,  75  eta. 
Die  Geschichte  der  deutechen  Litteratur.  *Heath's  German-English 
and  English-German  Dictionary,  $1.00.  Physics:  Gage's  Introduction  to 
Physical  Science,  $1.00.  Drawing:  Blank  Drawing  Book  (manilla  paper). 

*Recommended  for  Purchase, 


188 

BUSINESS  COURSE. — Book-keeping:  Goodwin's,  $1.80.  English:  Pam- 
phlets in  English  Classic  Series.  Shorthand:  Dement's  Pitmanic  Manual, 
$1.40.  Commercial  Law:  S.  S.  Clarke's  Text-Book,  $1.10.  Commercial 
Geography:  Tilden's,  $1.00. 

IN    THE    THIRD-YEAR    CLASS. 

English:  Chaucer,  Milton,  Shakespeare,  Hudson  or  Rolfe  edition. 
Trigonometry  and  Surveying :  Wentworth's  (with  tables)  $1.30.  Mechanics  : 
Lodge's,  $1.20.  (Van  Nostrand  Co.).  Physics:  Thompson's  Elements  of 
Electricity,  $1.35.  Latin:  Virgil's  JSneid  (Greenough's  edition  preferred), 
$1.70.  Select  Orations  of  Cicero  (Allen  &  Greenough's  new  edition  pre- 
ferred), $1.25.  Collar's  Latin  Prose  Composition,  $1.00.  German:  Ge- 
echichte  der  deutschen  Litteratur,  75  cts.  Goethe's  Meisterwerke,  $1.50. 
Greek:  Goodwin's  Greek  Grammar,  $1.50.  Goodwin's  Xenophon's  Ana- 
basis, $1.50.  Botany :  Gray's  Lessons  and  Manual,  $2.25.  Chemistry :  Eliot 
and  Storer's  Manual,  $1.15.  Mineralogy:  Crosby's  Tables,  $1.35.  Cinl 
Government:  Fiske's  Civil  Government  in  the  U.  S.,  $1.00.  Drawing: 
Blank  Drawing  Book  (manilla  paper). 

IN    THE    FOURTH-YEAR    CLASS. 

English:  (References  may  be  procured  as  needed).  Latin:  Virgil's 
jEneid,  The  Eclogues  (any  edition).  German:  Goethe's  Meisterwerke, 
$1.50.  Greek:  Seymour's  Homer's  Iliad,  $1.25.  Goodwin's  Greek  Gram- 
mar, $1.50.  History:  Myer's  General  History,  $1.50.  Botany:  Bower's 
Practical  Botany,  $2.60.  Geology :  Le  Conte's  Coinpend,  $1.20. 


189 


COURSES  OF   STUDY  OUTLINED. 


YEAR. 


ACADEMIC. 


SCIENTIFIC. 


FIRST. 


English. 

History. 

Algebra. 

Latin. 

Zoology. 


English. 
History. 
Algebra. 
German. 
Zoology. 


SECOND. 


English 

and  English  History. 
Greek. 
Geometry. 
Latin. 
Physics  or  Chemistry. 


English 

and  English  History. 
Geometry. 
German. 

Physics  or  Chemistry. 


THIRD. 


Tri.<)'y  and  Surveying  or  History. 
Latin. 
English. 
German. 
Greek. 

Botany  or  Chemistry  and  Miner- 
alogy, or  Advanced  Physics. 


Trig'y  and  Surveying  or  History. 

German. 

English. 


Botany  or  Chemistry  and  Miner- 
alogy, or  Advanced  Physics. 


FOURTH. 


Latin. 

English. 

Advanced  Botany  or  Chemistry 

or  Physics. 
Greek. 
Geology. 
History. 
Analytical  Geometry  and  College 

Algebra. 
Political  Economy. 


German. 
English. 

Advanced  Botany  or  Chemistry 
or  Physics. 

Geology. 
Histori/. 
Analytical  Geometry  and  College 

Algebra. 
Political  Economy. 


(a.)  Elective  studies  are  printed  in  italics ;  all  others  are  prescribed. 

(6.)  General  exercises  in  Drawing  are  required  in  all  the  courses ;  a  general  exercise  In 
Music  is  optional,  except  for  Normal  School  candidates,  for  whqm  it  is  prescribed. 

(c.)  Military  drill  will  be  conducted  under  the  same  regulations  as  during  the  past  year. 

(d.)  Manual  training  for  pupils  of  both  sexes  throughout  each  course  is  optional. 

(e.)  Not  more  than  four  studies  may  be  pursued  at  one  time. 

(/.)  Candidates  for  diplomas  must  pursue  all  the  prescribed  studies  and  four  studies  in 
the  third  and  fourth  years ;  students  who,  from  any  cause,  fail  to  meet  this  require- 
ment, are  enrolled  as  "unclassified"  and  cannot  graduate  until  the  prescribed 
work  is  satisfactorily  made  up. 

(g.)  Pupils  who  desire  to  prepare  for  college  can  make  special  arrangements  of  their 
courses  upon  written  application  to  the  principal ;  this  must  be  done  by  pupils 
of  the  second  year  who  elect  Greek. 

(h.)  Pupils  who  have  satisfactorily  completed  the  three  years'  course  shall  be  entitled  to 
a  diploma,  and  those  who  have  completed  the  advanced  (or  fourth  year)  course 
to  an  additional  diploma. 


190 


BUSINESS  HIGH  SCHOOL. 


BOOK-KEEPING. 

FIRST  YEAR. 

Time,  five  hours  a  week — One  hundred  and  eighty  hours.  Text-book, 
first  two  quarters,  Bryant  &  Stratton's  Common  School,  includ- 
ing single  and  double  entry.  Last  two  quarters,  selected  sets 
of  practice  exercises. 

SECOND  YEAR. 

Time,  five  hours  a  week — One  hundred  and  eighty  hours.  Good- 
win's text-book.  Banking,  business  practice,  solution  of 
book-keeping  problems,  preparation  of  sample  sets. 

BUSINESS  ARITHMETIC. 

FIRST  YEAR. 

Time,  three  hours  a  week — One  hundred  and  eight  hours.  Text- 
book, Sadler's  Inductive,  with  special  attention  to  business 
problems. 

SECOND  YEAR. 

Time,  one  hour  a  week — Thirty-six  hours.  Review  of  first  year 
work,  miscellaneous  problems. 

ENGLISH. 

FIRST   YEAR. 

Time,  four  hours  a  week.  Text-book,  first  three  quarters,  Lock- 
wood's  English.  One  hundred  and  eight  hours.  Fourth  quarter, 
Eaton's  Manual  of  Correspondence.  Thirty-six  hours. 

SECOND  YEAR. 

Time,  four  hours  a  week.  First  quarter,  review  of  grammar  using 
Kerl's  text-book.  Thirty-six  hours.  Second  and  third  quarters, 
critical  reading  of  selected  works.  Seventy-two  hours.  Fourth 
quarter,  review  of  the  two  years'  work.  Thirty-six  hours. 

SHORTHAND. 

FIRST  YEAR. 

Time,  three  hours  a  week.  Text-book,  first  three  quarters,  Barnes' 
Manual.  Eighty-one  hours.  Fourth  quarter,  slow  dictation  and 
transcription  on  typewriter  of  notes.  Twenty-seven  hours. 

SECOND  YEAR. 

Dictation  and  transcription  of  notes  on  the  typewriter. 


191 
COMMERCIAL  GEOGRAPHY. 

M:«  -)ND  YEAR. 

Time,  two  hours  a  week.  Text-book,  Tilden's  Commercial  Geog- 
raphy. Seventy-two  hours.  Special  attention  is  given  to  the 
United  States. 

COMMERCIAL  LAW. 

SECOND    YEAR. 

Time,  two  hours  a  week  —  Seventy-two  hours.  S.  S.  text-book. 
Clark's.  General  business  law  with  special  attention  to  com- 
mercial paper. 

MECHANICAL  DRAWING. 

FIRST  YEAR. 

Time,  two  hours  a  week — Seventy-two  hours.  Geometric  problems, 
machine  drawing  from  models. 

SECOND   YEAR. 

Time,  two  hours  a  week — Seventy-two  hours.  Advanced  problems 
in  orthographic  projection,  machine  drawing,  architectural 
drawing. 

PENMANSHIP. 

FIRST  YEAR. 

Time,  two  hours  a  week — Seventy-two  hours.  Particular  attention  is 
given  to  position  and  movement. 

SPELLING. 

FIRST   YEAR. 

Time,  one  hour  a  week — Thirty-siv  hours.  Words  frequently  mis- 
spelled in  business. 

• 

TYPEWRITING. 

FIRST   YEAR. 

Time,  three  hours  a  week.  Text  book,  first  three  quarters,  Barnes' 
Manual.  Eighty-one  hours.  Fourth  quarter,  transcription  of 
shorthand  notes.  Twenty-seven  hours. 

SECOND   YEAR. 

Writing  from  dictation  and  transcription  of  shorthand  notes. 
One  hundred  and  eight  hours. 

PHYSICAL   TRAINING. 

Military  drill  twice  a  week  for  boys.  One  hundred  and /ort //-/"""/• 
hours.  This  course  is  elective.  Delsarte  drill  twice  a  week  for 
all  girls.  Seventy-two  hours. 


192 


NORMAL  TRAINING  SCHOOLS. 


I.  A  review  of  each  branch  of  study  pursued  in  the  elementary  schools, 
for  the  purpose  of  making  topical  outlines,  logically  arranged. 

II.  Psychology  and  -Pedagogics. 

III.  A  study  of  each  branch  of  education  pursued  in  the  elementary 
schools  to  determine  the  order  of  presentation  of  the  various  parts  thereof, 
and  the  relative  importance  of  each  part. 

IV.  Methods  of  instruction  and  practice  in  teaching. 

V.  Preparation  of  lessons  and  larger  units  of  work  for  criticism ;  oral 
and  written  criticisms  of  teaching  and  of  prepared  work. 

VI.  Special  preparation  in  writing  on  blackboard  and  rapid  sketching 
for  illustration  and  representation. 

VII.  The  preparation  and  care  of  appliances. 

VIII.  Hygiene  of  the  school-room  ;  physical  care  of  the  pupils. 

IX.  Educational  literature,  its  value  and  use. 

X.  Lectures  on  moral  training  and  example. 


193 


APPENDIXES. 


APPENDIX  A. 

POSITION,   MOVEMENT   AND  USE  OF  PENCIL. 

Position : 

The  pupil  should  face  the  desk.  The  first  position  should  be 
the  one  given  in  the  health  exercises  as  the  upright  sitting 
position.  This  should  be  maintained  in  all  the  movement 
drills.  A  slight  inclination  forward  of  the  upper  portion 
of  the  body  will  bring  the  eyes  over  the  paper.  The  eyes 
should  never  be  nearer  the  paper  than  is  necessary  to  enable  the 
pupil  to  see  the  lines  distinctly.  The  teacher  should  carefully 
examine  near-sighted  pupils  to  ascertain  the  distance  at  which 
they  can  see  clearly.  The  fingers  of  the  right  hand  should  rest 
lightly  upon  the  paper  or  book  which  should  be  directly  under 
the  right  hand  and  parallel  with  the  edges  of  the  desk. 

Movement : 

In  all  drill  exercises  the  whole  arm  movement  should  be 
used.  Pupils  should  not  be  permitted  to  limit  movement 
to  the  muscles  of  the  hand.  The  right  hand  should  not  rest  on 
the  desk. 

In  drawing  horizontal  lines  the  movement  should  be  from 
left  to  right. 

In  drawing  vertical  lines  it  should  be  from  the  upper  to  the 
lower  end  of  the  line. 

In  drawing  oblique  lines  it  should  usually  be  from  the  upper 
to  the  lower  end. 

The  left  hand  parts  and  the  upper  portions  of  a  figure  should 
be  sketched  first. 


194 

Use  of  Pencil : 

The  pencil  should  be  held  from  three  to  five  inches  from  the 
point  at  an  angle  of  about  40°  with  the  paper.  The  fingers 
should  be  slightly  curved — that  is  neither  straight  nor  cramped. 
(The  exercises  that  give  strength  and  flexibility  to  the  muscles 
of  the  hand  should  be  used  in  this  connection).  The  lead  of 
the  pencils  should  be  blunt  and  rounded.  A  broad  uniform 
grey  line  should  be  the  result. 

In  drawing  straight  lines  the  pencil  should  be  held  at  right 
angles  to  the  direction  in  which  the  line  is  to  be  drawn. 

In  drill  on  the  circle  and  the  vertical  ellipse  the  pencil  should 
be  kept  in  the  position  for  drawing  vertical  lines  ;  in  the 
horizontal  ellipse  and  oval,  it  should  be  kept  in  the  position  for 
drawing  horizontal  lines.  In  drill  on  compound  curves  the 
same  rule  should  be  followed.  The  curve  should  be  thoroughly 
analyzed  before  attempting  the  movement.  Many  trial  move- 
ments should  be  made  before  the  line  is  drawn. 


APPENDIX    B. 
MODELING  IN   CLAY. 

PART  I. 

Materials — Moist  clay,  and  a  surface  upon  which  to  work 
(a  slate,  a  board  or  a  piece  of  enamelled  leather). 

SUGGESTIONS. 

Care  should  be  taken  to  keep  the  clay  in  good  condition. 
When  not  in  use  it  is  best  kept  in  an  earthen  jar  covered 
with  a  wet  cloth. 

The  children  should  not  be  allowed  to  fall  into  careless  habits 
of  handling  the  clay.  They  should  not  be  allowed,  therefore,  to 


195 

take  the  clay  in  their  hands  until  they  know  definitely  what 
they  are  to  do  with  it. 

In  presenting  a  new  form  for  study  each  child  should,  if 
possible,  have  upon  his  desk  a  model,  that  he  may  handle 
the  object,  as  well  as  see  the  form.  If  a  single  model  is  used, 
it  should  be  of  sufficient  size  to  be  seen  by  all  in  the  class. 

It  is  necessary  to  give  specific  directions  for  making  the 
forms,  and  to  direct  the  -movements  of  the  children.  These 
directions  should  be  emphasized  by  the  use  of  the  clay  in  the 
hands  of  the  teacher. 

The  Sphere: 

Study  the  model  by  looking  at  it  and  by  handling  it. 

The  first  year  give  about  one  cubic  inch  of  clay  to  each  child. 
Show  the  children  how  to  form  a  ball  of  this  clay  with  the  fin- 
gers, not  with  the  hands.  Direct  them  to  shape  their  clay  in 
the  same  manner.  They  may  then  roll  it  lightly  between  the 
palms  of  the  hands,  the  fingers  being  bent  slightly  backward. 
Ask  them  to  name  objects  of  similar  form.  Give  the  name 
sphere.  Draw  from  the  children  the  statement  "The  sphere 
will  roll."  Distribute  pieces  of  clay  to  make  spheres  differing 
in  size.  Have  these  Spheres  arranged  on  the  desk  in  different 
relations. 

As  the  ideas  of  positions  are  developed,  give  the  terms, 
corner,  center,  right,  left,  above,  below,  lower,  upper,  smaller, 
larger. 

Some  of  the  modifications  of  the  sphere  that  are  to  be  made 
are  the  apple,  the  peach,  the  orange,  the  tomato,  grapes,  nuts, 
and  some  simple  pottery  forms,  as  a  ginger  jar,  a  sugar  bowl 
and  a  teapot.  The  children  should  be  interested  in  procuring 
models  to  be  imitated.  They  will  then  learn  to  see  the  sphere 
and  its  modifications,  in  nature  and  in  art.  When  the  sphere 
is  to  be  changed  to  represent  a  modified  form,  it  should  be 
shaped  entirely  with  the  fingers,  without  rolling.  The  sphere 
is  used  during  the  first  four  years.  Its  size  should  be  gradually 
increased  from  one  inch  in  the  first  year  to  two  inches  in  the 
fourth  year. 


196 

The  Cube : 

This  is  made  from  the  sphere  by  striking  it  gently  on  the 
slate,  developing  the  six  sides  in  succession.  Much  care  will 
be  necessary  to  produce  square  faces  and  sharp  edges. 

While  modeling  the  cube,  as  the  ideas  of  face,  edge  and 
corner  are  developed  through  the  study  of  the  model,  the 
terms  should  be  used  by  the  teacher  and  by  the  children. 

The  cube  should  be  modeled  many  times,  that  the  children 
may  be  able  to  make  it  well,  and  that  they  may  describe  it  well. 

Terms — straight,  edge,  corner,  face,  flat,  square,  cube.  Modi- 
fications of  the  cube  are  few.  A  box  or  a  square  ink-stand  may  be 
used,  and  in  connection  with  the  triangular  prism,  a  toy  house. 

The  Square  Prism : 

A  curved  oblong  form  should  be  made  with  the  fingers  as 
described  in  the  directions  for  making  a  sphere.  The  square 
prism  may  be  developed  from  this  in  the  same  manner  as  the 
cube  is  developed  from  the  sphere.  The  form  should  be 
studied  in  a  similar  way.  The  pupils  should  be  encouraged  to 
discover  the  rectangular  form  in  objects,  some  of  which,  should 
be  modeled  in  clay  ;  as  boxes,  books,  brinks,  bottles,  etc. 

The  Triangular  Prism : 

This  form  should  be  developed  in  the  same  way  as  the 
foregoing  prisms  and  lessons  upon  it  should  be  given  in  a  cor- 
responding way.  The  right-angled  triangular  prism  may  be 
developed  also  from  the  square  prism  by  cutting  it  diagonally. 

The  Hemisphere : 

For  this  form  the  sphere  is  cut  with  a  thread.  Cups,  bowls, 
hats,  etc.,  based  upon  the  hemisphere,  should  be  modeled  by 
the  children.  These  should  be  modeled  as  solids. 

The  Cylinder : 

This  form  is  developed  from  the  curved  oblong  form,  which 
is  rolled  for  the  curved  surface  of  the  cylinder,  the  ends  being 
flattened  by  striking,  as  in  the  cube.  Many  objects  based  on 
this  form  will  be  discovered,  as  bottles,  jugs,  rolling  pins,  pint 
cups,  etc. 


197 

The  Ellipsoid : 

This  form  is  shaped  with  the  fingers,  copying  the  model. 
The  lemon,  plum,  potato,  melon,  should  be  modeled  in  this 
connection. 

The  Ovoid : 

This  form  is  shaped  in  the  same  way  from  the  model.  The 
pear,  acorn,  gourds  and  vases  will  illustrate  this  form. 

The  Cone : 

This  form  is  developed  from  the  ovoid.  The  ovoid  is  shaped 
with  the  fingers,  copying  a  model.  It  is  then  rolled  for  the 
curved  surface,  the  weight  of  the  palm  being  nearer  the  small 
end.  The  large  end  is  flattened  for  the  circular  plane.  Objects 
based  on  the  cone  should  be  modeled,  as  a  flower  pot,  a  cup, 
goblet  or  a  vase. 

The  Square  Pyramid: 

This  form  may  be  developed  from  the  cone,  in  the  same 
manner  as  the  cube  is  from  the  sphere.  Paper  weights  and 
thermometers  are  often  based  upon  this  form.  Monuments, 
church  towers,  and  other  architectural  features  may  be  ob- 
served, and  the  general  contour  and  more  prominent  details 
represented  from  memory,  that  the  children  may  be  led  to  ob- 
serve the  form  in  architecture  and  elsewhere. 

Opportunity  should  be  given  to  the  children  to  model  in 
clay,  forms  which  they  have  observed,  that  a  closer  observation 
may  be  encouraged.  The  use  made  of  all  these  geometric 
forms  on  gate  posts  and  fences  is  a  good  subject  for  observa- 
tion. The  teacher  should  note  all  applications  of  these  forms 
in  the  school  building  and  in  other  buildings  in  the  immediate 
neighborhood,  and  lead  the  children  to  look  for  them. 

The  same  geometric  forms  are  used  in  the  third  and  fourth 
years  that  are  used  in  the  first  and  second.  The  size  alone 
varies.  The  shortest  diameter  of  all  geometric  forms  used  in 
the  fourth  year  should  be  two  inches.  Vases  and  other  forms  of 
pottery  should  be  the  principal  objects  used  for  models  in  the 
fourth  year.  A  slate  pencil  may  be  used  to  support  the  clay 


198 

while  building  up  these  forms.  The  accessories  as  handles, 
etc. ,  should  be  carefully  modeled  (not  rolled)  and  thoroughly 
incorporated  with  the  mass  of  clay.  It  is  better  to  avoid  ob- 
jects having  very  slender  handles. 

LANGUAGE. 

While  doing  this  work  the  children  may  be  led  to  ask  and 
answer  questions  relative  to  the  material  they  use,  the  objects 
they  represent,  the  properties  of  these  objects,  and  the  processes 
by  which  the  modeling  is  done.  L/et  this  language  work  be 
simple  and  natural,  adhering  at  the  same  time  to  a  logical  ar- 
rangement of  thought.  Avoid  all  carelessness  of  seeing,  and 
the  consequent  loose  description  of  what  is  seen. 

PART  II. 

The  modeling  from  the  fifth  to  the  eighth  year  inclusive  is 
connected  with  the  study  of  decoration,  a  change  being  made 
from  modeling  in  the  round  to  modeling  in  relief. 

Before  the  pupils  begin  to  model  at  least  one  lesson  should 
be  given  in  each  grade  with  clay  in  the  hands  of  the  teacher 
showing  the  successive  steps  and  the  manner  of  handling  the 
clay. 

These  steps  are : 

1  Shaping  the  plinth. 

2  Blocking  the  general  form,  massing  the  clay  to  show  the 
principal  elevations  and  depressions. 

3  Finishing  with  details  of  edges  and  surfaces. 

In  making  the  plinth  the  upper  surface  should  be  level  but 
not  smooth  that  the  clay  of  the  form  may  be  thoroughly  incor- 
porated with  that  of  the  plinth.  At  first  the  modeling  can  be 
done  with  the  fingers  aided  by  a  simple  tool  that  the  children 
themselves  can  shape  from  a  wooden  pen-holder  or  other  bit  of 
wood.  For  advanced  work  the  pupil  should  have  one  or  two 
of  the  tools  used  for  modeling  in  clay ;  these  cost  about  ten 
cents  each  and  can  be  purchased  at  art  stores. 

The  teacher  should  remember  that  this  work  is  modeling,  not 
casting  in  a  mold. 


199 

All  appliances  which  are  calculated  to  accomplish  results 
without  thought  must  be  avoided.  The  value  of  the  work  is  in 
the  process  of  thoughtfully  evolving  from  the  shapeless  mass 
the  desired  form. 

The  surface  of  the  finished  model  should  show  texture. 
Smoothing  and  polishing  destroy  this  beauty. 

In  using  natural  leaves  as  models  a  careful  selection  should 
be  made  of  those  that  retain  their  form  and  that  give  oppor- 
tunity for  surface  modeling.  The  ivy  and  magnolia  have  been 
suggested  in  this  course  of  study  because  they  possess  these 
qualities  and  also  because  they  can  be  easily  procured  in  quan- 
tities in  this  vicinity.  The  calla,  begonias  and  a  few  of  the 
geraniums  also  fumish  good  subjects.  In  advanced  work  when 
a  branch  with  several  leaves  is  taken  as  a  subject  greater 
variety  is  possible.  In  seventh  and  eighth  grades  individual 
work  may  be  done  taking  for  models  fruits,  shells,  etc.  These 
may  be  modeled  in  the  round,  or  in  high  relief.  The  teacher 
having  explained  the  difference  between  these  modes  of  treat- 
ment the  pupil  should  decide  which  he  will  adopt.  If  the  form 
is  to  be  modeled  in  the  round,  no  plinth  should  be  made  ;  if  in 
relief  the  forms  should  be  built  up  from  the  plinth,  and 
thoroughly  incorporated  with  it,  care  being  taken  in  the  under- 
cutting. 

Every  school  should  possess  at  least  one  good  example  in 
terra  cotta  or  plaster  of  each  kind  of  work  expected  from  the 
pupils  of  the  grade.  These  should  be  carefully  studied. 

Historic  ornament  should  be  modeled  from  examples  in 
relief. 

Cutting  an  ornament  in  clay  has  some  advantages  over 
modeling,  one  of  which  is  that  it  can  be  executed  from  outline 
studies  either  from  those  supplied  in  the  drawing  book  or  from 
other  good  examples  drawn  on  the  blackboard. 

If  the  subject  is  well  chosen  the  flat  treatment  is  pleasing. 
This  is  often  employed  in  ornamentation.  Directions  :  Mould 
and  cut  to  shape  a  plinth  of  suitable  size.  A  plinth  whose 
length  is  about  five  inches  should  be  one  inch  thick  ;  if  larger 
the  thickness  should  be  greater.  The  clay  for  this  should  be 
thoroughly  worked  and  the  surface  of  the  plinth  made  smooth 
and  even.  When  partially  dry  the  outline  may  be  drawn 


200 

upon  it  and  the  clay  cut  away  leaving  the  pattern  in  relief. 
It  should  be  cut  to  a  depth  ranging  from  1-16  to  ^  inch 
according  to  the  character  of  the  subject.  Pupils  may  re- 
produce their  designs  for  tiles  and  borders  in  this  way.  If  the 
clay  is  not  too  dry  the  cutting  can  be  done  with  a  wooden  tool 
by  sharpening  a  cylindrical  piece  of  wood  to  an  edge  or  it  can 
be  done  with  a  steel  eraser. 

If  the  pattern  is  to  be  incised,  the  reverse  of  this  process  is 
necessary,  that  is,  the  pattern  is  cut  away  leaving  the  surround- 
ing surface  raised.  Attention  should  be  called  to  the 
difference  in  treatment  and  to  the  kinds  of  design  best  suited 
to  each  process.  Designs  for  cutting  in  clay  should  be  made 
with  the  intention  of  adapting  them  to  one  or'  the  other  process. 


APPENDIX  C. 

« 

TABLET    AND    STICK   LAYING. 

Materials — Sticks  of  different  lengths  and  colors. 
Tablets : 

In  the  construction  of  a  geometric  form  use  but  one  color. 
Train  the  child  to  understand  that  form  is  independent  of  size, 
by  using  sticks  of  different  lengths  for  the  construction  of  the 
same  form.  Require  the  children  to  select  for  themselves  the 
size,  form  and  color  required. 

Directions  should  sometimes  be  given  orally  and  sometimes 
by  drawings  on  the  blackboard. 

In  the  beginning  of  this  work  special  attention  should  be 
given  to  the  position  of  the  body,  hand,  paper  and  pencil  while 
drawing,  that  the  good  effects  of  the  drills  given  in  the  first  of 
the  year  may  not  be  lost. 

In  this  course  special  attention  should  be  given  to  the  cor- 
rect representation  of  form  by  drawing,  but  language  should 
never  be  neglected.  All  new  words  used  in  conducting  the 
various  exercises  should  be  written  on  the  blackboard  and 
used  in  sentences. 


201 

FIRST  YEAR. 
Position  : 

Each  child  is  given  one  long  stick.  It  is  held  in  a  vertical 
position. 

The  term  vertical  is  given.  Other  objects,  as  rulers,  pencils 
and  Ipaper-folders,  are  held  in  vertical  positions.  Teacher 
illustrates  vertical  position  by  pictures  drawn  on  the  board. 

Edges  in  the  room  that  are  vertical  are  observed.  The  child 
is  directed  to  place  his  stick  on  his  desk,  the  ends  pointing  to  the 
back  and  front  of  the  desk  respectively.  This  should  be  drawn 
full  length. 

A  number  of  sticks  are  selected,  and  the  child  is  directed  to 
place  them  in  like  positions  in  a  row  on  the  upper  part  of  the 
desk,  then  by  spacing  to  place  them  in  groups  of  three.  The 
arrangements  should  be  drawn  on  paper  by  the  children  ;  the 
length  of  the  lines  on  paper  should  correspond  with  the  length 
of  the  sticks. 

Other  grouping  of  the  sticks  should  be  suggested  by  the 
teacher  or  invented  by  the  child,  as  alternate  groups  of  three 
and  two,  four  and  two,  etc.,  with  different  spacings.  Drawings 
of  these  should  be  made,  special  attention  being  given  to  ideas 
of  length,  and  to  spacing,  both  in  the  stick  laying  and  in  the 
drawing. 

All  drawings  must  be  made  free-hand. 

All  constructions  which  are  to  be  represented  by  drawings 
should  be  placed  in  the  upper  left-hand  corner  of  the  desk. 

Expressions  of  opinion  as  to  which  arrangements  are  most 
pleasing  should  be  drawn  from  the  children.  Some  of  the  best 
arrangements  should  be  represented  by  drawing  on  the  black- 
board. 

The  children  should  represent  by  drawings,  objects  involv- 
ing vertical  lines  ;  as  a  ruler,  a  pencil,  a  cane,  or  a  paper- folder. 

Familiar  forms  that  are  usually  vertical  in  position,  as  trees, 
lamp-posts,  telegraph  poles,  etc.,  may  be  observed,  and  draw- 
ings of  some  of  them  may  be  made  from  memory. 

The  ideas  of  the  horizontal  and  oblique  positions  should  be 
developed  in  a  similar  manner. 

Some  ornamental  combinations  may  be  placed  on  the  board 
as  the  Greek  fret,  and  the  zigzag. 


202 

Also  some  suggestions  of  familiar  forms  as  the  side  of  a  table 
and  a  chair,  the  roof  of  a  house,  a  ladder,  fences,  railings,  etc. 

These  should  first  be  made  with  sticks,  then  should  be  rep- 
resented by  drawings.  The  children  should  be  encouraged  to 
invent  and  remember  other  forms  which  are  to  be  constructed 
and  represented  in  a  similar  way. 

The  Square : 

The  idea  of  the  square  has  been  developed  from  the  side  of 
the  cube. 

Place  a  square  tablet  upon  the  desk.  Children  place  around 
this  sticks  of  suitable  length.  They  should  then  be  asked  to 
make  the  shape  of  the  square  with  sticks  of  different  lengths. 

The  children  should  represent  their  squares  by  drawings  of 
the  same  size  as  the  constructions. 

Another  exercise  should  be  the  construction  of  the  square  in 
other  positions. 

Ornamental  forms  composed  of  squares  should  be  invented, 
constructed,  and  represented  by  drawings. 

These  should  first  be  laid  with  tablets,  and  afterwards  with 
sticks.  The  circular  tablets  may  be  used  in  alternation  with 
the  right-lined  forms.  Sticks  for  border  lines  will  add  to  the 
beauty  of  the  designs. 

Various  square  forms  should  be  recalled  to  memory  by  the 
children,  and  efforts  should  be  made  to  represent  them  by 
drawings. 

Such  forms  may  be  found  in  small  mirrors,  picture  frames, 
checkerboards,  some  window-panes,  books,  tiles,  etc.  With- 
out mentioning  these,  ask  the  children  to  seek  this  form  in 
objects  at  home  and  in  the  street,  to  discover  how  many 
things  they  can  find  that  are  square. 

The  idea  of  the  rectangular  oblong  and  of  the  right-angled 
triangle  should  be  developed  in  a  similar  manner. 

Parallel  Lines  and.  Angles : 

Find  in  the  square  and  oblong  tablet  edges  that  do  not  meet. 
Find  edges  that  do  meet 
Gives  terms  parallel  and  angle. 
Place  sticks  in  similar  positions. 


203 

Find  parallel  egdes,  and  edges  at  angles  in  the  room  and 
in  various  objects.  Illustrate  angles  by  pictures  drawn  on  the 
board.  Children  draw  pictures  illustrating  angles. 

Rig-lit  Angles : 

Show  the  corner  of  the  square. 

Construct  the  right  angle  with  sticks  in  every  possible 
position. 

Find  how  many  right  angles  can  be  made  with  two  sticks, 
with  three,  with  four. 

Use  sticks  of  different  lengths. 

Draw  all  these  forms,  preserving  the  proper  size. 

Find  these  angles  in  the  room  and  in  various  objects. 

Draw  as  many  of  these  objects  as  possible. 

The  letters  of  the  alphabet  containing  right  angles  are  good 
subjects  for  construction  and  drawing. 

The  idea  of  the  acute  and  obtuse  angles  should  be  developed 
in  a  similar  manner,  using  the  triangular  tablet. 

Little  twigs  branching  in  various  directions  may  be  selected 
and  used  as  objects  for  representation  while  teaching  angles. 

Divisions  of  lines  should  be  taught  with  the  sticks  by  using 
a  two-inch  stick,  and  forming  another  with  two  one-inch  sticks, 
using  a  three-inch  stick  and  forming  another  of  one-inch 
sticks,  etc.  The  first  line  may  be  drawn  and  points  placed  as 
indicated  in  the  second  constructed  line. 

Rhomb  : 

Each  child  selects  four  three-inch  sticks. 

Draw  on  the  blackboard  a  square  on  its  diameters,  a  square 
on  its  diagonals,  and  a  rhomb. 

Children  observe  the  points  of  difference  and  the  points  of 
resemblance  between  the  figures. 

Give  the  name. 

Children  construct  the  rhomb  with  sticks  ;  observe  or  recall 
anything  that  may  be  of  this  shape. 

They  represent  the  form  by  a  drawing. 

The  size  of  the  drawing  should  be  the  same  as  that  of  the 
form  constructed  by  the  sticks. 


204 

» 

Distribute  sticks  of  different  sizes.  The  children  construct 
rhombs  and  represent  them  by  drawings,  adhering  as  before,  to 
the  size  of  the  construction. 

Give  a  number  of  sticks  to  each  child.  Draw  on  the  board 
an  ornamental  border  of  rhombs. 

Let  the  children  construct  it  with  sticks. 

Let  them  represent  it  by  drawings. 

Let  them  invent  other  arrangements  for  borders  with  sticks 
and  draw  them.  Suggest  that  they  look  at  the  borders  of  their 
handkerchiefs.  Lead  the  children  in  the  same  way  to  construct 
and  draw  ornamental  forms  composed  of  rhombs  grouped 
around  a  center,  a  rhomb  in  an  oblong,  etc. 

In  presenting  these  subjects  for  drawing  give  directions  for 
the  best  methods  of  constructing  the  drawings  (construc- 
tion lines  to  be  erased),  the  proper  division  of  lines,  etc. ; 
the  lines  should  never  be  ruled. 

The  Rhomboid  : 

The  idea  of  this  form  should  be  developed  in  a  manner 
similar  to  that  for  the  development  of  the  rhomb. 

The  child  should  be  led  to  observe  the  points 'of  resemblance 
and  difference  between  the  oblong  and  the  rhomboid,  and 
between  the  rhomb  and  the  rhomboid. 

Invent,  construct,  represent  by  drawing. 

Observe  and  represent  forms  based  on  the  rhomboid.  For 
the  construction  of  ornamental  forms  care  should  be  taken  that 
sticks  of  a  suitable  length  are  selected.  Experiments  in 
construction  and  invention  should  be  made  by  the  teacher 
before  giving  the  lessons. 

The  Trapezoid : 

The  idea  of  this  form  should  be  developed  in  a  manner 
similar  to  that  for  the  development  of  the  rhomboid. 

The  equilateral  and  isosceles  triangles  should  be  treated  in  a 
similar  manner. 

The  tablets,  ellipses,  ovals  and  triangles,  with  sticks  for 
enclosing  lines  will  furnish  a  great  variety  of  ornamental  forms 
and  should  be  freely  used  in  inventive  arrangements. 


205 

APPENDIX  D. 
PAPER    FOLDING. 

Materials  : 

Four-inch  squares  of  paper,  three  tints  of  each  color. 

See  that  each  child  is  provided  with  material. 

See  that  the  children  use  the  material  with  care,  neatness 
and  accuracy. 

Let  the  representation  go  hand  in  hand  with  the  folding,  the 
making  of  forms. 

Develop  the  vocabulary  of  form  naturally  ;  that  is,  by  a  con- 
sistent use  of  the  terms  involved  while  discovering,  making 
and  representing  form.  Let  the  teacher  use  the  necessary 
terms,  write  them  on  the  board,  then  lead  the  children  to 
recognize  them  and  to  use  them  in  connection  with  their  work. 

Combine  tints  of  one  color  using  only  two  tints  in  any 
arrangement.  In  borders  use  but  one  tint. 

Fold  the  geometric  form  in  the  standard  red,  blue  or  yellow. 

Teach  color  in  connection  with  the  folding  as  indicated  in 
the  course  of  study. 

DIRECTIONS. 
The  Square : 

Place  a  square  of  paper  on  each  desk;  lead  pupils  to  state 
that  their  papers  differ  in  color ;  that  their  papers  are  alike  in 
shape,  size  and  material ;  that  each  paper  has  four  edges  and 
four  corners. 

Let  the  pupils  show  the  right  edge,  the  left  edge,  the  front 
(lower  or  nearer)  edge,  the  upper  or  back  edge,  the  nearer 
right  corner,  the  farther  right  corner. 

Let  the  pupils  place  the  squares  on  their  desk,  having  the 
edges  parallel  with  the  edges  of  their  desks,  the  color  side 
down. 

Let  each  pupil  lift  the  front  edge  and  lay  it  on  the  back 
edge.  Ask  "  Which  is  longer  ?"  Fold  the  paper;  open  it; 
fold  the  left  edge  on  the  right  edge. 

Let  the  pupils  compare  the  front  edge  and  the  back  edge 
with  the  right  edge. 


206 

Lead  them  to  state  that  the  edges  are  equal.  Lead  them  to 
see  that  the  corners  are  right  angled,  by  placing  two  sticks  as 
in  stick-laying. 

Lead  the  pupils  to  find  the  lines  which  connect  the  left  edge 
with  the  right  edge  ;  the  upper  edge  with  the  lower  edge. 

Lead  them  to  find  where  these  lines  cross.  Give  the  term 
diameter.  Let  them  fold  from  the  lower  left  hand  corner  to  the 
upper  right  hand  corner,  and  unfold  ;  then  from  the  lower  right 
to  the  upper  left  corner,  and  unfold. 

Let  the  pupils  show  the  lines  that  connect  the  right  back 
corner  and  the  left  front  corner  ;  the  left  back  corner  and  the 
right  front  corner. 

Give  the  term  diagonal. 

Let  them  find  the  exact  size  of  the  square. 

Lead  the  children  to  discover  familiar  objects  based  on  the 
square,  such  as  picture-frames,  books,  square  envelopes,  nap- 
kins, handkerchiefs,  banners,  hand-bags,  school-bags,  the 
gable  ends  of  toy  houses. 

Let  the  pupils  represent  by  drawings  the  square  and  familiar 
objects  based  on  the  square. 

Let  the  children  place  the  square  on  the  desk,  having  a 
diagonal  vertical  to  the  front  edge  of  the  desk.  Show  the 
center  of  the  square,  the  back  corner,  the  right  corner,  the  left 
corner.  Fold  the  back  corner  to  the  center  ;  the  front  corner 
to  the  center  ;  the  left  corner  and  the  right  corner  to  the  center. 

Do  not  let  the  children  change  the  position  of  the  paper. 
•  Let  them   compare   the   folded   forms    with    the    four-inch 
square. 

Let  them  turn  the  square  over,  fold  the  farther  left  corner 
and  the  nearer  right  corner  to  the  center  ;  fold  the  nearer  left 
corner  and  the  farther  right  corner  to  the  center. 

Always  fold  opposite  corners  to  keep  the  form  symmetrical. 

Compare  the  square  now  with  the  four-inch  square.  (One- 
fourth  of  its  size). 

Divide  four-inch  squares  into  fourths. 

Place  two  squares  of  one  tint  side  by  side,  the  edges  parallel 
with  the  edges  of  the  desks. 

Move  the  right  one  back,  so  that  only  the  corners  touch. 

Fill  the  spaces  with  squares  of  another  tint. 


207 

Ask  ' '  What  have  you  done  ?  "  ' '  How  many  small  squares 
have  you  ?  "  "  How  many  squares  have  you  that  are  alike  ?  " 
' '  How  many  pairs  of  squares  ?  ' ' 

Let  the  pupils  arrange  the  squares  differently.  Let  the 
pupils  represent  some  of  these  combinations  by  drawings. 

The  Oblong   Rectangle: 

Place  a  square  of  paper  on  the  desk,  the  edges  parallel  with 
the  edges  of  the  desk.  Fold  the  front  edge  to  meet  the  back 
edge.  Compare  the  edges  and  angles  with  those  of  the  square. 
Give  the  term  oblong. 

Lead  the  children  to  discover  familiar -objects  based  on  the 
oblong,  such  as  slates,  book-covers,  envelopes,  picture- frames, 
flags,  banners,  hand-bags,  school-bags,  the  sides  of  boxes,  a 
toy  washboard,  a  toy  ladder,  the  side  of  a  toy  house,  dominoes, 
pocket-books  and  ornamental  forms,  such  as  crosses. 

Let  them  represent,  by  drawings,  the  geometric  form  and 
the  forms  based  on  it. 

Let  them  divide  four-inch  squares,  fold  and  arrange  them  in 
different  ways. 

Let  the  pupils  represent  some  of  these  combinations  by 
drawings. 

The  Triangle — right-angled : 

Place  the  squares  on  the  desks,  having  the  diagonals  perpen- 
dicular to  the  edges  of  the  desk. 

Fold  the  front  corner  to  meet  the  back  corner. 

Ask  questions  about  the  folded  form  as  follows :  ' '  How 
many  sides  has  it  ?  "  "  How  many  corners  or  angles  has  it  ?  " 
' '  How  many  equal  sides  has  it  ?  "  Let  the  children  show  the 
longest  side.  Give  the  term  triangle. 

Lead  them  to  discover  familiar  objects  based  on  the  triangle, 
such  as  handkerchiefs  and  napkins  folded  in  triangular  forms, 
children's  soldier  caps,  picture  cards,  triangular  fans. 

Let  them  represent  the  triangle  and  familiar  objects  based 
on  it.  Divide  a  square  and  make  four  smaller  triangles  ;  ar- 
range them  in  a  border  and  around  a  center. 

Let  them  combine  triangles  and  squares. 


208 

SECOND  YEAR. 
Trapezoid : 

Fold  the  right-angled  triangle.  Place  it  with  the  long  edge 
vertical  to  the  front  edge  of  the  desk,  and  on  the  right.  Fold 
the  left  corner  to  meet  the  middle  of  the  long  side. 

Compare  edges,  find  angles  and  give  name. 

Represent  the  form  by  a  drawing.  Discover  familiar  forms 
based  on  the  trapezoid. 

Divide  the  square  into  fourths. 

Make  a  trapezoid  of  each. 

Place  two  of  them  with  their  small  straight  sides  together. 

Move  the  upper  one  back. 

Place  the  other  two,  one  at  the  right  and  one  at  the  left, 
so  that  the  slanting  edges  will  meet  the  slanting  edges  of 
those  first  placed. 

Invent  other  arrangements. 

Represent,  by  drawings,  objects  based  on  the  trapezoid ;  a 
boat,  a  soldier's  paper  cap,  etc. 

Observe  forms  in  furniture  and  buildings  that  are  modifica- 
tions of  the  trapezoid,  etc. ,  and  represent  them  from  memory. 

Fold  a  trapezoid  as  before. 

Fold  the  sharp  corner  to  meet  the  center  of  the  long  side. 

Compare  angles  and  sides.  Show  that  it  has  two  parallel 
sides  but  is  a  trapezoid. 

Represent  the  form  by  a  drawing. 

Make  designs  using  these. 

Represent  some  of  these  combinations.  Represent,  by  draw- 
ings, objects  that  are  modifications  of  this  form,  as  a  shoe. 

Observe  in  furniture  and  buildings  such  forms,  and  draw 
them  from  memory. 

Fold  a  right-angled  triangle.  Place  it  with  one  short  side 
parallel  with  the  front  of  the  desk  and  the  other  at  the  right. 
Fold  lower  left  corner  to  meet  the  middle  of  right  side.  Lead 
the  children  to  count  the  sides,  to  see  that  no  two  sides  are 
equal ;  that  no  two  sides  are  parallel.  Give  name  trapezium. 
Ask  the  children  to  see  if  they  can  find  any  form  that  has  four 
sides,  no  two  of  which  are  equal  or  parallel. 


2(J9 

Triangle — acute  isosceles  : 

Place  squares  on  the  desks,  having  the  diagonals  perpen- 
dicular to  the  edges  of  the  desks.  Fold  right  corner  to  meet 
left  corner.  Unfold.  Fold  right  front  edge  to  meet  the  diag- 
onal. Fold  the  left  front  edge  to  meet  the  diagonal.  Turn 
the  square  corner  over  as  far  as  possible. 

Compare  edges  as  before.  Discover  and  name  the  angles  by 
the  use  of  sticks  or  comparison  with  the  corners  of  a  square. 

Represent  the  form  by  drawing. 

L,ead  pupils  to  make  designs  and  to  represent  some  of  the 
best  by  drawings. 

Observe  and  draw  from  memory  a  church  steeple  or  any 
other  similar  form. 

Triangle — right  scalene : 

Fold  an  acute  isosceles  triangle. 

Fold  the  long  edges  together. 

Compare  edges  and  find  angles  as  before. 

The  Rhomboid: 

Place  squares  on  the  desks  (edges  parallel  with  edges  of 
desks). 

Fold  the  back  left  corner  to  meet  front  right  corner. 

Unfold. 

Fold  the  front  edge  to  lie  on  the  diagonal. 

Fold  the  back  edge  to  lie  on  the  diagonal. 

The  Liong  Rhombus: 

Fold  a  rhomboid.  Place  long  edges  parallel  with  front  edge 
of  desk  ;  fold  left  edge  to  lie  on  the  diagonal.  Fold  right  edge 
to  lie  on  the  diagonal. 

The  Kite  Pentagon: 

Fold  a  rhombus. 

Fold  one  sharp  corner  to  meet  the  center. 
Develop  the  lessons  on  each  of  these  forms  as  has  been  sug- 
gested in  the  lessons  given  on  other  forms. 


2fO 

PAPER-CUTTING    AND    PASTING. 

The  paper-cutting  for  the  third  and  fourth  years  is  connected 
with  the  subject  of  decorative  design. 

The  Purposes  of  this  Work  are: 

To  cultivate  the  taste  of  the  children  in  making  combinations 
in  form  and  color. 

To  teach  them  the  laws  of  symmetry  and  of  adaptation  to 
space. 

To  lead  them  to  see  the  value  of  the  geometric  basis  in 
ornament. 

To  suggest  to  them  the  use  that  may  be  made  of  natural 
forms. 

The  materials  required  for  this  work  are  scissors  for  cutting, 
good  mucilage,  prepared  paste  or  Page's  glue,  and  three  tints 
each  of  colored  paper. 

DIRECTIONS. 

In  each  combination  use  two  or  three  tints  of  one  color  ;  do 
not  combine  the  colors. 
The  first  lesson  given  relates  to  units  and  their  modifications. 

1.  Let  the  children  divide  a  square  of  paper  into  four  squares 
and  fold  each  into  the  kite-shaped  form  by  placing  the  corners 
of  the  squares  next  to  them,  folding  for  the  diagonals,  unfold- 
ing and  then  folding  the  lower  right  and  left  edges  on  the 
diagonals.     Let  them  arrange  these  four  units  horizontally  to 
form  borders.     Give  them  squares  and  let  them  arrange  the 
forms  on  the  diagonals.      Give  the  term  ' '  unit  of  design. ' ' 
Let  the  children  fold  the  unit  on  its  diameter  developing  the 
idea  of  symmetry.     Give  terms  axis,  symmetrical  unit. 

2.  Distribute  squares  of  paper  and  dictate  the  drawing  of  a 
large  unit    as  follows :    Place  paper,    color  side  down,  with 
corner  next  to  the  edge  of  the  desk  ;  fold  right  corner  to  left 
corner ;  open ;  divide  this   diagonal  into  three  equal  parts. 
Through  the  upper  point  of  division  draw  a  horizontal  line 
touching  the  sides  of  the  square  ;  connect  the  ends  of  this  line 
with  the  lower  end  of  the  diagonal ;  mark  off  one-fourth  of  an 
inch  on  the  upper  end  of  the  diagonal  ;  from  this  point  draw 
lines  parallel  with  the  upper  sides  of  the  square  to  meet  the 
long  sides  of  the  unit. 


211 

Draw  this  figure  on  the  board  and  show  some  ways  in  which 
it  may  be  modified  by  curves ;  let  the  children  modify  their 
units  in  similar  ways  and  cut  them. 

Teach  the  children  to  designate  their  colors  as,  (name  of 
color),  light,  lighter  ;  example — olive,  light  olive,  lighter  olive. 

3.  Divide  the  school  into  sections  of  two  rows  each.     Give 
two  squares  of  paper  to  each  child,  giving  to  each  section  a 
different  color,  and  to  each  of  the  two  rows  of  a  section  a  differ- 
ent combination  of  tints.     I^t  each  child  divide  one  of  the  two 
squares  into  four  squares  as  before  ;  on  one  of  these  let  him  draw 
the  kite-shaped  unit,  as  in  the  former  lesson.     Modify  and  cut 
it  as  before.     Use  it  as  a  pattern  for  cutting  the  remaining  units. 
Arrange  these  units  on  the  diagonals  of  the  entire  square. 
With  a  small  quantity  of  the  mucilage  fasten  these  units  at  the 
center.     Teach  the  children  to  be  neat  in  the  use  of  mucilage. 

4.  Divide  a  number  of  the  remaining  papers  of  each  color  in 
the  possession  of  the  teacher  into  nine  squares  each.     Give 
three  of  these  to  each  child  so  that  each  will  have  a  complement 
of  tints.     Draw  a  form  on  the  board  similar  to  that  the  children 
have  arranged.     Lead  them  to  see  that  it  requires  something 
more  to  complete  it ;  that  it  requires  something  to  unite  the  parts 
and  to  give  strength  to  the  construction.     Draw  different  cen- 
ters ;  lead  the  children  to  see  that  to  keep  the  form  symmetrical 
the  shape  of  the  central  form  must  be  a  square  or  a  circle  or 
some  symmetrical  modification  of  these  forms  ;  that  if  a  square  or 
a  modification  of  it  is  chosen,  it  may  be  so  placed  that  its  diag- 
onals will  coincide  either  with  the  diagonals  or  the  diameters  of 
the  large  square.     I^et  the  children  cut  three  centers,  select  the 
most  pleasing  and  paste  it.     In  later  lessons  they  may  be  shown 
how  units  may  be  cut  so  that  a  simple  underlying  form  will  give 
the  strength  and  unity  now  obtained  by  this  center  form. 

The  second  geometric  form  used  is  the  oblong.  In  this  form 
and  in  the  rhomb  the  principal  idea  developed  is  that  a  change 
in  the  proportions  of  the  unit  is  often  necessary  to  adapt  it  to 
the  space  it  is  to  occupy.  Children  may  make  oblongs  from  the 
squares  by  cutting  off  from  them  strips  one-third  the  width  of 
the  square.  Draw  an  oblong  on  the  board ;  call  attention  to 
the  spaces  to  be  filled  ;  give  the  technical  term  field.  Show, 
by  drawing,  how  the  proportions  of  the  unit  may  be  changed 


212 

to  suit  the  field.  Children  draw  diameters  on  the  back  of  the 
oblong  from  which  the  units  are  to  be  cut,  and  draw,  cut  and 
paste  the  units  as  before.  Distribute  small  oblongs,  the 
diameters  of  which  should  be  one-third  of  the  diameter  of  the 
large  oblong,  and  show  that  some  modification  of  this  form  is 
necessary  to  make  a  symmetrical  center.  It  is  better  to  use  the 
simple  kite-shaped  unit  in  the  first  lesson  showing  changes  in 
proportions.  In  subsequent  lessons  the  units  may  be  modified 
both  in  form  and  proportion. 

The  triangle  is  the  remaining  geometric  form  used  in  the 
third  year.  Borders  should  be  made  of  simple  units  arranged 
horizontally  and  vertically.  Strive  first  to  lead  the  children  to 
an  appreciation  of  the  beauty  that  may  be  obtained  by  repeti- 
tion of  a  simple  form  of  good  proportions,  especially  when 
aided  by  harmonious  arrangement  of  color.  When  simple 
units  are  modified  the  attention  of  the  children  should  be  called 
to  the  value  of  the  intervening  spaces ;  show  that  the  unit  is 
not  good  if  in  the  repetition  the  intervening  space  is  not  of 
pleasing  form  and  proportion.  Borders  may  be  made  of  two 
tints,  one  for  the  unit  of  design  the  other  for  the  background, 
or  of  one  tint  on  a  background  of  neutral  grey. 

The  pentagon,  hexagon  and  octagon  used  in  the  fourth  year 
are  new  to  the  children.  Their  construction  should  be  care- 
fully taught  in  the  folding  and  cutting  of  the  first  pattern. 
The  construction  of  the  five  and  six  pointed  star  from  the 
pentagon  and  hexagon  should  be  taught.  The  units  designed 
for  this  radiating  form  should  be  suggested  by  the  petals  of 
flowers  or  by  leaves.  L,ead  the  children  to  see  the  principle 
of  these  radiating  forms  in  flowers  and  carefully  explain  how 
these  natural  forms  are  adapted  to  the  perfect  symmetry  and 
simplicity  necessary  in  the  art  form.  This  form  in  art  is  called 
a  rosette.  In  the  fourth  year  suggestions  for  units  may  be 
obtained  from  the  shapes  of  leaves  and  from  the  petals  of 
flowers. 

In  the  fifth  grade  colored  paper  is  one  of  the  materials  sug- 
gested for  the  expression  of  the  children's  ideas  of  design. 
The  surface  patterns  and  the  borders  designed  in  this  grade 
are  very  beautiful  when  executed  in  the  tints  of  gray  and 
brown  provided  for  the  purpose. 


213 


RULKS 


OF  THE 


public  Sel?ools  of  tfye  District  of  Qolu/r\bia 


ADMISSION  OF  PUPILS. 

1.  Separate  schools  for  White  children  and  for  Colored  children  shall  be 
provided  in  accordance  with  existing  laws. 

2.  The  number  of  teachers  appointed  for  each  division  shall  not  be  less 
than  one  for  each  fifty  pupils  of  the  average  enrollment. 

3.  All  children  between  the  ages  of  six  and  seventeen  years,  inclusive, 
whose  parents  are  residents  of  the  District  of  Columbia,  shall  be  entitled  to 
admission  into  such  schools  within  the  division  in  which  they  reside  for 
which  on  examination  they  may  be  found  qualified :  Provided,  That  no 
child  shall  be  admitted  who  shall  not  have  been  duly  vaccinated  or  other- 
wise protected  from  small-pox ;  nor  ehall  any  child  be  admitted  while 
suffering  from,  or  liable  to  spread,  any  contagious  disease.    A  certificate  of 
the  attending  physician  shall  in  such  cases  be  required  to  admit  or  re- 
admit to  school. 

4.  Applications  for  admission  into  City  schools  shah1  be  made  to  the 
principal  teachers  in  the  respective  school  buildings.    Applicants,  if  found 
qualified,  shall  have  precedence  in  the  order  in  which  they  present  them- 
selves at  the  schools  to  which  they  are  assigned. 

5.  At  the  commencement  of  each  school  year  the  order  of  admission  of 
pupils  shall  be  as  follows : 

I.  The  pupils  who  were  such  at  the  [close  of  the  last  year :  Provided, 
That  they  return  on  the  first  school  day  of  the  school  year. 

II.  Pupils  transferred  in  due  form  from  other  schools,  who  must  first 
have  been  entered  on  their  rolls. 

III.  Applicants  in  the  order  of  presenting  themselves. 

In  cases  of  sickness,  or  necessary  absence  from  the  District,  the  seats  of 
pupils  of  the  first  of  the  above  classes  shall  be  reserved  until  the  beginning 


214 

of  the  fourth  school  day  of  the  school  year :  Provided,  that  a  satisfactory 
representation  be  made  to  the  teacher  prior  to  the  time  named  above. 

6.  Promotions  to  a  higher  grade  shall  be  made  at  the  opening  of  the 
schools  in  September,  and  at  no  other  time,  except  by  special  permission 
from  the  Superintendent ;  and  those  only  shall  be  promoted  whose  attend- 
ance, conduct,  and  improvement  shall  have  been  satisfactory. 

7.  No  pupil  shall  be  received  from  one  school  into  another  without  a 
transfer  ticket,  a  certificate  of  honorable  dismission,  or  satisfactory  reason 
assigned  for  leaving  the  other ;  and  no  pupil  shall  be  transferred  from  a 
school  in  one  division  into  one  of  another,  unless  by  written  consent  of 
the  Local  Committee  of  each  division. 

MEMBERSHIP  OF  PUPILS. 

8.  When  pupils  have  been  admitted  into  school  their  membership  con- 
tinues during  the  school  age,  unless  terminated  in  the  following  ways : 

I.  A  pupil  may  withdraw  from  school  on  notice  from  the  parent  or 
guardian  to  the  teacher.    The  notice  should  be  given  at  the  time  of 
leaving ;  if  not,  the  name  of  the  pupil  must  be  continued  on  the  roll  and 
the  absence  must  be  marked  on  the  record-book  until  such  notice  is 
received  by  the  teacher :  Provided,  That  the  absence  shall  not  extend 
beyond  three  successive  school  days ;   if  no  notice  is  received  and  the 
pupil  does  not  return  at  the  beginning  of  the  fourth  successive  school  day, 
the  membership  shall  terminate  and  the  seat  shall  be  marked  forfeited. 

II.  Pupils  shall  forfeit  their  seats  by  absence  from  school  for  more  than 
three  successive  school  days  for  any  cause,  whether  with  leave  or  without, 
whether  with  intention  of  returning  or  not,  and  whether  the  absence  be 
occasioned  by  sickness,  suspension,  or  other  causes ;  and  in  all  such  cases 
if  the  pupil  do  not  return  at  the  beginning  of  the  fourth  successive  school 
day,  the  membership  shall  terminate  and  the  seat  shall  be  marked  forfeited. 
On  returning,  those  who  may  have  been  detained  by  sickness  shall  have 
preference  in  admittance  to  school,  and  shall  be  readmitted  by  the  teacher. 
Pupils  may  forfeit  their  seats,  also,  by  failing  to  return  to  school  or  to 
make  the  required  representation  to  the  teacher  on  the  first  school  day  of 
the  school  year. 

III.  A  pupil  may  be  dismissed  by  order  of  the  Supervising  Principal, 
Superintendent,  Local  Committee,  or  Board. 

IV.  A  pupil  may  be  transferred ;  and  a  transfer  terminates  the  member- 
ship of  a  pupil  in  the  particular  school  or  class  from  which  the  transfer 
is  made. 

V.  For  the  purpose  contemplated  in  this  rule  any  pupil  shall  be  con- 
sidered as  absent  whose  attendance  shall  not  continue  for  at  least  one-half 
of  the  regular  school  session  of  the  half  day. 


215 

At  the  request  of  parents  or j  guardians  teachers  shall  excuse  pupils 
from  attendance  at  school  on  school  days  observed'as  holy  days  by  the 
denomination  to  which  the  parents  or  guardians  belong.  All  absence 
from  school  on  school  days  must*be  duly  recorded  in  the  record-books 
and  reported ;  but  absence  excused  by  teachers  for  the  reason  given  above 
shall  not  affect  the  membership  of  pupils  or  any  award  made  for 
attendance. 

DUTIES  OF  PUPILS. 

9.  Good  order  and  propriety  of  deportment,  not  only  during  school  hours, 
but  in  coming  to  and  going  fromjschool,  and  cleanliness  in  person  and  attire, 
are  required  from  pupils.    They  are  required  to  keep  all  books  clean,  and 
the  contents  of  desks  neatly  arranged ;  to  enter  and  leave  the  room  in  a 
respectful  manner  and  without  noise ;  and  to  quit  the  neighborhood  of 
the  school  in  a  quiet  and  orderly  manner  immediately  on  being  dismissed. 

10.  No  pupil  shall  mark,  cut,  scratch,  chalk,  or  otherwise  disfigure  or 
injure  any  portion  of  the  school  building  or  anything  connected  with  it; 
use  tobacco  in  any  form  ;  use  any  profane  or  indelicate  language ;  throw 
stones  or  other  missiles  ;  annoy  or  maltreat  others ;  or  do  anything  that 
may  disturb  the  neighborhood  or  the  school.    Any  damage  done  to  the 
school  building,  premises  or  furniture,  must  be  repaired  at  the  expense  of 
the  offender. 

11.  The  following  are  sufficient  grounds,  severally,  for  the  suspension  of 
a  pupil  from  the  privileges  of  a  school  by  the  teacher,  or  for  dismissal  by 
the  Supervising  Principal,  Superintendent,  or  Local  Committee,  viz  : 

Immoral  conduct ;  violent  or  pointed  opposition  to  authority  in  any 
particular  instance ;  persistent  disobedience  or  disorder  ;  absence  for  four 
half  days  in  any  month,  unless  caused  by  personal  sickness  or  by  the 
presence  of  a  contagious  disease  in  the  family,  or  when  authorized  in 
writing  by  a  Local  Committee  or  by  the  Superintendent  (of  which  the 
teacher  must  be  informed  before  the  expiration  of  the  fourth  half  day) : 
Provided,  That  parents  or  guardians  shall  be  notified  immediately  when 
their  children  have  been  absent  two  half  days  in  any  month  ;  habitual 
tardiness,  or  uncleanliness  of  person  or  clothes,  or  neglect  on  the  part  of 
the  parent  or  guardian  to  furnish  the  necessary  school  books,  unless  satis- 
factorily explained. 

The  teacher  shall  immediately  notify  the  parent  or  guardian  in  every 
case  of  dismissal,  and  the  Supervising  Principal,  Superintendent,  or 
Local  Committee,  as  well  as  the  parent  or  guardian,  in  every  case  of  sus- 
pension, with  the  reason  therefor. 

12.  Any  pupil  suspended  under  the  foregoing  rule  who  shall  express  to 
the  teacher  regret  for  his  or  her  misconduct,  and  shall  give  promise  of 
amendment,  shall,  with  the  consent  of  the  Supervising  Principal,  Super- 
mtendent,  or  Local  Committee,  be  restored  ;  but  not  otherwise. 


216 

Every  Public  School  pupil  of  the  District  who,  after  a  fair  hearing, 
shall  be  shown  to  have  carried  upon  any  Public  School  premises,  or  to 
have  had  in  possession  while  going  to  or  returning  from  school,  any  pistol 
or  other  firearm,  s^hall  be  summarily  expelled  from  the  Public  Schools, 
and  shall  not  be  reinstated  during  the  then  pending  school  year. 

•  13.  No  pupil  who  has  been  absent  or  appears  after  the  opening  of  the 
school  shall  be  admitted  without  a  satisfactory  excuse  from  the  parent  or 
guardian  for  the  absence  or  tardiness  or  without  satisfactory  explanation 
for  the  remissness.  No  pupil  shall  be  allowed  to  be  absent  from  school 
during  the  regular  sessions  to  take  music,  drawing,  dancing  or  other 
lessons ;  and  no  pupil  shall  be  allowed  to  depart  before  the  appointed 
hour  of  leaving  school,  except  in  case  of  sickness  or  on  some  pressing 
emergency,  and  the  teacher  in  every  case  shall  be  the  judge  of  the  suffi- 
ciency of  the  excuse.  The  teacher  may  require  excuses  to  be  made  in 
writing,  and  all  notes  of  excuse  shall  be  preserved  until  the  close  of  the 
school  year. 

14.  Not  more  than  three  lessons  may  be  assigned  daily  to  be  studied  at 
home  by  pupils  above  the  fifth  grade. 

15.  Pupils  whose  parents  or  guardians  are  in  indigent  circumstances 
may  obtain  a  loan  of  books  and  other  articles  required  for  their  use  in 
the  school  on  a  written  application  approved  by  the  teacher  of  the  school 
and  by  the  Supervising  Principal  or  a  Local  Committee,  in  such  form  as 
shall  be  prescribed  by  the  Board ;  but  in  all  cases  such  books  shall  be  re- 
turned whenever  the  pupil  shall  leave  the  school.    If  they  shall  not  be 
returned  by  the  pupil,  the  teacher  shall  report  the  fact  to  the  Supervising 
Principal  or  Superintendent,  and  the  pupil  shall  not  be  permitted  again 
to  enter  any  Public  School  in  the  District. 

TEACHERS. 

16.  Teachers'  certificates  shall  be  issued  in  five  classes  as  follows,  com- 
mencing with  the  lowest : 

The  First-Class  Certificate  shall  be  sufficient  evidence  of  the  scholastic 
qualifications  required  for  temporary  appointment  as  teacher  and  as 
substitute  teacher ;  the  Second-Class  Certificate  for  teaching  in  any  school 
from  the  First  Grade  to  the  Third  Grade,  inclusive ;  the  Third-Class  Cer- 
tificate in  any  school  from  the  First  Grade  to  the  Fifth  Grade,  inclusive ; 
the  Fourth-Class  Certificate  in  any  school  from  the  First  Grade  to  the 
Seventh  Grade,  inclusive ;  the  Fifth-Class  Certificate  in  any  school  from 
the  First  Grade  to  the  Eighth  Grade,  inclusive ;  and  for  all  other  positions 
the  examinations  and  certificates  shall  be  special. 

17.  Teachers  of  schools  of  any  grade  must  be  not  less  than  eighteen 
years  of  age. 


217 

18.  No  person  shall  be  appointed  teacher  of  any  school  who  shall  not 
have  received  from  the  Committee  on  Teachers  and  Janitors  the  certificate 
required  for  the  grade  of  the  school  to  which  appointed  :  Provided,  however 
that  in  cases  where  vacancies  exist  for  which  qualified  teachers  under  this 
rule  cannot  be  obtained,  such  vacancies  may  be  otherwise  temporarily 
filled  until  a  properly  qualified  teacher  is  available,  and  no  longer ;  and, 
provided  further,  that  all  appointments  of  substitutes  and  temporary 
teachers  shall  be  made  from  certificate  holders,  and  in  the  order  of  excel- 
lence as  determined  by  the  examination,  so  long  as  there  shall  be 
unemployed  holders  of  certificates  available  for  the  purpose. 

Graduates  of  the  Washington  Normal  School  and  of  the  Normal  School 
of  the  Seventh  and  Eighth  divisions  shall  be  assigned  to  duty  as  teachers, 
in  the  order  of  their  standing  and  excellence,  as  shown  by  the  certificates 
of  the  respective  principals. 

Graduates  of  other  approved  Normal  Schools  shall  stand  upon  an  equal 
footing  with  certificate  holders,  and  may  be  nominated  instead  of  the 
highest  certificate  holder  in  the  discretion  of  the  Local  Committee.  Any 
graduate  of  the  Washington  Normal  School  or  of  the  Normal  School  of 
the  Seventh  and  Eighth  divisions  who  shall  not  be  assigned  to  duty 
within  the  school  year  succeeding  graduation,  shall  stand  on  an  equal 
footing  with  graduates  of  other  approved  Normal  Schools. 

No  teacher  shall  engage  in  any  business,  trade,  or  occupation  indepen- 
dent of  the  Public  Schools  without  having  first  obtained  the  consent 
of  this  Board. 

19.  All  appointments  of  teachers  shall  be  for  the  remainder  of  the  school 
year  in  which  they  take  effect,  unless  previously  otherwise  ordered,  but 
teachers  at  any  time  may  be  assigned  or  transferred  to  such  schools  as 
the  Local  Committee  may  designate  or  may  be  removed  by  the  Board  for 
incompetency,  immorality,  absence  from  duty,  intoxication,  or  other 
violation  of  the  rules. 

Should  a  female  teacher  marry,  her  place  shall  thereupon  become 
vacant,  but  such  marriage  shall  not  operate  as  a  bar  to  her  re-appoint- 
ment, with  the  approval  of  this  Board. 

20.  The  salaries  of  all  teachers  duly  elected,  whose  services  shall  begin 
with  the  school  year,  and  who  shall  perform  their  duties,  shall  begin  on 
the  first  day  of  September,  and  shall  be  paid  in  ten  equal  monthly  instal- 
ments, the  first  to  be  made  on  the  first  of  October,  or  as  near  that  date  as 
practicable.    The  salaries  of  other  teachers  shall  begin  when  they  enter 
upon  duties.    The  pay  for  a  school  day  shall  be  the  thirtieth  part  of  the 
tenth  part  of  the  annual  salary  of  the  teacher.    Any  teacher  who  shall 
be  absent  from  duty  without  leave  granted  by  the  Superintendent,  may  be 
suspended  by  the  Local  Committee  and  dismissed  by  the  Board.    The 
suspension  from  duty  of  any  teacher  upon  charges  involving  the  penalty 
of  removal  shall  involve  cessation  of  pay  or  compensation  from  the  date 


218 

of  suspension  when  the  removal  is  subsequently  ordered  upon  such 
charges.  Teachers  who  desire  to  relinquish  their  positions  during  the 
school  year  shall  apply,  through  the  Local  Committee,  to  the  Committee 
on  Teachers  and  Janitors,  submitting  in  writing  their  reasons  therefor. 
Teachers  abandoning  their  positions  without  consent  of  the  Committee 
on  Teachers  and  Janitors,  are  subject  to  dismissal  and  shall  forfeit  all  pay 
due  them. 

DUTIES  OF  TEACHERS. 

21.  Teachers  are  required  to  be  at  their  school-rooms  and  open  the 
same  for  the  admission  of  pupils  at  least  fifteen  minutes  before  the  time 
appointed  for  the  opening  of  the  school.    Teachers  who  shall  be  either 
tardy  or  absent  shall  report  the  fact  on  the  monthly  report  and  assign 
the  reason  therefor. 

22.  They  shall  not  be  absent  from  school  at  any  time  during  the  school 
year,  except  in  cases  of  sickness,  the  presence  of  contagious  disease  in 
the  family  or  other  pressing  emergency,  notice  of  which  shall  be  forth- 
with communicated  to  the  Supervising  Principal,  Superintendent,  or 
Local  Commiftee  ;  but  the  Superintendent  may  permit  them  to  be  absent 
for  the  purpose  of  visiting  other  schools,  not  exceeding  two  school  days 
in  any  one  year. 

Leave  of  absence  shall  not  be  granted  to  a  teacher  for  a  longer  time  than 
three  months,  and  then  without  pay :  Provided,  That  on  the  recommenda- 
tion of  the  local  trustee  a  leave  of  absence  may  be  renewed  or  extended 
for  an  additional  term  or  terms  of  months  :  Provided  further,  That  no 
leave  shall  be  granted  to  a  teacher  who  seeks  such  leave  to  engage  in 
another  occupation  for  pay  or  profit. 

The  resignation  of  a  teacher,  brought  about  by  the  payment  of  money 
to  the  resigning  teacher  by  a  Normal  graduate  or  any  other  applicant,  to 
obtain  the  position  thus  vacated,  shall  be  deemed  a  violation  of  the  rules 
of  this  board,  and  shall  forever  disqualify  the  applicant  so  offending  for 
appointment  as  a  teacher,  and  the  teacher  encouraging  the  same  by 
receiving  compensation  shall  not  be  permitted  to  resign,  but  shall  be 
dismissed. 

23.  They  shall  attend  all  meetings  to  which  they  are  called  and  all 
special  classes  organized  for  their  instruction  and  improvement  by  the 
Superintendent  of  the  Board,  and  in  case  of  failure  to  do  so  they  shall 
furnish  to  the  Superintendent  a  statement  in  writing  of  the  reason  therefor. 

24.  They  shall  keep  record-books,  complete  the  entries  in  them  each 
day  before  leaving  the  school-room,  and  make  such  reports  as  shall  be 
required  by  the  Board,  and  they  shall  not  be  entitled  to  pay  or  re-election 
until  they  shall  have  complied  with  this  rule.    Immediately  after  the 
closing  of  the  schools  they  shall  deposit  their  record-books  in  the  office 
of  the  Superintendent,  taking  care  to  make  and  retain  in  their  desks  a 
list  of  the  names  of  the  pupils  on  the  rolls  at  the  close  of  the  year. 


219 

25.  The  necessary  stationery,  blanks,  and  supplies  for  Public  School 
purposes  shall  be  furnished  on  requisition  of  the  teacher. 

26.  The  teacher  of  each  school  shall  prepare  and  keep  in  his  or  her  desk, 
for  inspection,  a  programme  of  the  exercises  of  each  day  during  the  week, 
specifying  the  length  of  time  devoted  to  each  study  and  recitation. 

Teachers  shall,  at  the  beginning  of  the  school  year,  report  in  writing  to 
the  Secretary  of  the  School  Board  and  to  the  Supervising  Principal  of  the 
division  in  which  they  are  employed,  their  residence — street  and 
number ;  and  any  changes  of  residence  during  the  year  shall  be  reported, 
and  the  Secretary  of  the  Board  and  the  Supervising  Principals  shall  keep 
a  record  of  the  same  in  their  offices. 

27.  Teachers  shall  not  engage,  during  school  hours  in  reading,  writing 
letters,  conversation,  or  other  occupations  which  are  irrelevant  to  their 
duties  as  teachers.    The  use  of  tobacco,  in  or  about  the  school  building, 
is  prohibited. 

28.  They  shall  prevent,  as  far  as  possible,  the  pupils  from  gathering  on 
the  school  premises  before  the  hours  for  opening  the  school-rooms ; 
supervise  their  schools  during  the  recesses ;  require  the  pupils  to  leave 
the  premises  immediately  after  the  close  of  school;  and,  if  the  janitor  is 
not  present  and  in  charge,  see  that  the  doors  of  the  school-houses  and 
other  houses  attached  thereto  are  locked  and  the  windows  shut  and  fas- 
tened every  day  after  the  close  of  school. 

29.  They  shall  see  to  the  safe-keeping  and  protection  of  furniture,  ap- 
paratus, houses,  fences,  trees,  shrubbery,  fuel,  and  all  other  property  of 
the  schools.    They  shall  maintain  the  strictest  cleanliness  in  the  school- 
houses  and  outhouses,  and  to  this  end  they  shall  make  frequent  personal 
inspections  of  the  buildings  and  grounds,  respectively,  under  their  charge, 
and  maintain  a  strict  supervision  of  their  janitors.    They  shall  promptly 
inform  the  Supervising  Principal  or  the  Local  Committee  whenever  they 
find  any  loss  of  damage  to  have  occurred,  any  repairs  needed,  or  any 
other  matter  requiring  his  attention.    At  the  close  of  each  school  year 
they  shall  return  to  the  Supervising  Principal  all  books  and  other  articles 
loaned  to  indigent  pupils. 

30.  It  shall  be  the  duty  of  the  principal  teacher  in  each  building  to 
place  the  school  of  a  teacher,  absent  without  having  given  one  day's 
notice,  promptly  under  a  monitor,  and  to  notify  the  Supervising  Princi- 
pal, to  see  that  the  rules  relating  to  the  deportment  of  pupils  in  the  play- 
rooms and  halls,  on  the  stairways  and  about  the  school  building?,  on 
entering  and  leaving,  and  especially  during  the  recesses,  are  enforced, 
and  that  all  monthly  reports  and  requisitions  for  supplies  are  made  out 
promptly.    For  purposes  of  discipline  the  principal  of  every  building 
may  exercise  all  the  powers  and  rights  which  pertain  to  teachers.  Where 
several  schools  are  grouped  in  one  building  each  teacher  shall  co-operate 


220 

with  the  principal  in  maintaining  order  in  the  halls,  on  the  stairways 
and  platforms,  and  in  the  neighborhood  of  the  building.  The  principal 
shall  promptly  report  to  the  Supervising  Principal  all  repairs  needed,  and 
shall  see  that  the  janitor  makes  all  minor  repairs  without  delay  and 
finishes  them  before  the  1st  of  July.  At  the  close  of  each  school  year  he 
shall  report  to  the  Supervising  Principal  what  repairs  remain  undone. 
All  monthly  reports  and  requisitions  shall  be  forwarded  through  the 
principal  teacher. 

31.  Teachers  shall  attend  to  the  physical  education  and  comfort  of  the 
pupils  under  their  care,  make  the  ventilation  and  temperature  of  the 
school  rooms  an  especial  object  of  attention,  and  take  care  that  the 
windows  in  the  room  be  opened  for  the  free  admission  of  air  at  recess, 
and  that  the  temperature  of  the  rooms  shall  not  fall  below  60  nor  rise 
above  70  degrees  Fahrenheit.    Teachers  shall  have  the  temperature,  as 
indicated  by  a  thermometer,  observed  and  recorded  on  the  blackboard 
three  times  daily — 9  o'clock  a.  m.,  11  o'clock  a.  m.,  and  2  o'clock  p.  m. 
This  should  be  done  by  the  pupils  as  far  as  practicable. 

32.  They  shall  practice  such  discipline  in  their  schools  as  would  be 
exercised  by  a  kind  and  judicious  parent  in  the  family,  always  firm  and 
vigilant,  but  prudent.    They  shall  endeavor,  oi>  all  proper  occasions,  to 
inculcate  on  their  pupils  truthfulness,  self-control,  temperance,  frugality, 
industry,  obedience  to  parents,  reverence  for  the  aged,  forbearance  toward 
the  weak,  respect  for  the  rights  of  others,  politeness  to  all,  kindness  to 
animals,  desire  for  knowledge,  and  obedience  to  the  laws  of  God ;  but  no 
teacher  shall  exercise  any  sectarian  influence  in  the  schools. 

33.  The  avoidance  of  corporal  punishment  as  far  as  may  be,  with  a  due 
regard  to  obedience  on  the  part  of  pupils,  is  enjoined  on  all  teachers. 
Each  case  of  corporal  punishment,  with  the  reason  therefor,  shall  be  re- 
ported monthly  by  the  teacher  in  charge  of  the  school  and  forwarded 
through  the  Principal  or  the  Supervising  Principal  to  the  Superintendent. 

34.  Teachers  shall  prevent  pupils  from  sitting  too  long  in  one  position  or 
without  occupation,  and  shall  frequently  vary  the  school  exercises,  so  as 
to  awaken  and  fix  attention.    They  shall  divide  their  schools  when  all 
the  pupils  are  of  one  grade,  into  two  sections,  and  shall  have  one  section 
studying  while  the  other  is  reciting,'as  far  as  may  be  practicable.    In  pen- 
manship, drawing,  vocal  music,  and  a  few  other  general  exercises  and 
explanations  the  school  should  be  instructed  as  a  whole. 

In  assigning  lessons  for  study  at  home  the  following  directions  shall  be 
observed : 

No  lessons  shall  be  assigned  to  pupils  in  the  First,  Second,  Third,  Fourth 
or  Fifth  Grades.  The  lessons  for  the  pupils  of  the  Sixth  or  Seventh 
Grades  shall  not  require  more  than  one  hour  and  a  half;  of  the  Eighth 


221 

» 

Grade,  not  more  than  two  hours.    Neither  arithmetic,  penmanship,  nor 
map-drawing  shall  be  assigned  for  study  out  of  school  hours. 

In  all  cases  where  studies  are  required  at  home,  the  work  to  be  done 
shall  be  drfinitcly  stated  and  so  thoroughly  explained  by  the  teacher 
that  intelligent  pupils  can  master  it  without  assistance  in  the  time  pre- 
scribed. 

35.  Teachers  shall  not  be  allowed  to  send  their  pupils  on  errands  during 
school  hours  except  on  urgent  school  business. 

36.  No  teacher  or  other  person  shall  be  allowed  to  present  in  the  Public 
Schools  any  premium  or  gift  to  any  pupil  except  such  as  are  permitted  by 
order  of  the  board  ;  nor  shall  any  teacher  receive  any  gift  purchased  by 
the  contribution  of  pupils. 

37.  No  person  shall  be  permitted  to  solicit  subscriptions  for  any  paper, 
book,  publication,  or  other  article,  or  canvass  for  the  sale  of  any  article 
within  the  school  building  at  any  time,  and  no  subscription  for  any 
purpose  whatever  shall  be  introduced  into  any  public  school,  and  no  ad- 
vertisement shall  be  read  to  the  pupils  of  any  school  or  posted  on  the 
widls  of  any  school  building  or  fences  of  the  same  without  permission  of 
the  Board. 

38.  Teachers  are  required  to  make  themselves  familiar  with  the  rules, 
especially  with  the  portion  that  relates  to  their  own  duties,  and  to  faith- 
fully observe  the  same,  and  to  see  that  the  pupils  are  made  familiar  with 
the  rules  relating  to  their  duties. 

SUBSTITUTES. 

39.  I.  In  case  of  the  temporary  absence  of  any  teacher  the  Superinten- 
dent, or,' in  cases  of  emergency,  the  Supervising  Principal,  shall  promptly 
provide  a  substitute,  who  shall  be  selected  from  a  list  of  competent  persons 
to  be  furnished  by  the  Local  Committee,  each  for  his  own  division,  and 
approved  by  the  Board. 

II.  The  pay  of  the  substitute  shall  be  taken  from  the  salary  of  the  teacher, 
and  for  all  services  in  a  school  where  the  absence  has  not  aggregated  more 
than  thirty  (30)  days  in  one  school  year  shall  be  for  each  day  one-half  of 
one-thirtieth  of  a  month's  salary,  and  for  all  subsequent  continuous  service 
in  the  same  school  the  substitute,  if  the  holder  of  a  ceriificate  entitling 
him  to  teach  in  that  school,  shall  receive  the  full  salary  of  the  teacher 
whose  place  he  fills ;  and  if  not  the  holder  of  such  a  certificate,  such 
teacher  shall  receive  the  highest  salary  permitted  by  his  (or  her)  certifi- 
cate ;  or  if  not  the  holder  of  a  certificate,  then  such  substitute  shall  receive 
the  salary  of  class  1,  unless  otherwise  ordered  by  the  Board:  Provided, 
That  no  substitute  shall  receive  pay  for  less  than  a  half  day's  service ; 
and,  provided  further,  that  all  absences  shall  be  reported  to  the  proper 
Superintendent  by  the  Supervising  Principal  as  soon  as  ascertained. 


222 
« 

SUPERVISING  PRINCIPAL. 

40.  I.  The  Supervising  Principals,  as  local  superintendents  of  all  the 
schools  within  their  respective  divisions,  shall  under  the  direction  of  the 
Superintendent,  be  responsible  for  the  observance  and  enforcement  of  the 
rules  of  the  schools,  and  in  the  discharge  of  their  duties  they  shall  be  en- 
titled to  the  respect,  deference  and  co-operation  of  all  teachers ;  and  they 
shall  have  offices,  to  be  designated  by  the  respective  Local  Committees, 
for  the  transaction  of  school  business. 

II.  They  shall  be  in  their  respective  offices  thirty  minutes  before  the 
time  of  the  opening  each  morning  session  of  the  schools,  and  when  not 
engaged  in  examining  schools,  under  the  direction  of  the  Superintendent, 
from  half-past  three  to  four  o'clock  each  afternoon  that  the  schools  are  in 
session ;  and  they  shall  meet  at  the  office  of  the  Superintendent  for  the 
purpose  of  consultation  at  such  times  as  he  may  designate. 

III.  When  not  engaged  in  examining  schools  under  the  direction  of 
the  Superintendent,  they  shall  devote  not  less  than  two  hours  of  each 
school  day  to  teaching  in  the  schools  under  their  charge ;  and  in  doing 
so  they  shall  make  it  a  special  object  to  improve  the  methods  of  in- 
struction.     They   shall  make  monthly   reports   of  their  work  to  the 
Superintendent  in  such  form  as  he  may  direct. 

IV.  They  shall  have  a  general  supervision  of  the  grounds,  buildings, 
furniture,  and  appurtenances  of  the  schools,  and  shall  see  that  the  same 
are  kept  in  good  condition,  and  that  minor  repairs  are  made  by  the 
janitors ;  they  shall  see  that  good  order  is  maintained  on  school  premises 
and  in  the  neighborhood   thereof,  and  that  the  strictest  cleanliness  is 
maintained  in  the  school  buildings  and  out-houses  belonging  thereto; 
they  shall  promptly  report  to  their  respective  Local  Committees  any 
repairs  that  may  be  required  and  any  negligence  of  the  janitors ;  they 
shall  make  requisition  on  the  Superintendent  for  all  supplies  of  fuel,  books, 
stationery  and  other  articles  required  for  the  use  of  the  schools,  and  they 
shall  see  that  books,  slates,  and  other  articles  are  loaned  only  to  those 
pupils  whose  parents  or  guardians  are  actually  not  able  to  furnish  the 
same  by  reason  of  indigence,  and  that  all  books,  slates,  or  other  articles  so 
loaned  are  returned  to  their  offices  at  the  close  of  each  school  year. 

V.  They  shall  keep,  according  to  forms  approved  by  the  Board,  a  cor- 
rect account  of  all  supplies  received  by  them,  and  of  all  supplies  distrib- 
uted to  the  schools ;  and  they  shall  keep  an  accurate  record  of  the  names 
of  all  pupils  suspended  or  dismissed  from  the  schools,  noting  in  each  case 
the  date,  the  offense  committed,  and  any  other  particulars  which  may  be 
deemed  important.    These   accounts  and  records  shall  be  at  all  times 
open  to  the  inspection  of  the  Trustees  and  the  Superintendent. 

VI.  They  shall  furnish,  according  to  the  prescribed  form,  the  Superin- 
tendent with  the  required  monthly  and  annual  reports  of  the  schools  and 
monthly  lists  of  the  names  of  all  teachers  and  janitors  employed  by  the 


223 

Board,  and  the  amount  of  salary  due  to  each ;  and  they  shall  furnish 
such  other  information  as  may  be  required  from  time  to  time  by  the 
trustees  and  the  Superintendent. 

VII.  They  shall  see  that  the  teachers  are  promptly  notified  and  duly 
advised  as  to  all  rules  and  orders  pertaining  to  the  schools,  and  that  they 
carry  out  the  same  in  every  particular;  they  shall  see  that  all  the  pre- 
scribed records  are  neatly,  regularly,  and  accurately  kept  by  the  teachers, 
and  that  all  reports  and  returns  required  by  the  Board  or  the  Superin- 
tendent are  promptly  made ;  they  shall,  under  the  direction  of  the 
Superintendent,  classify  the  pupils  in  the  different  grades  according 
to  the  course  of  study ;  they  shall  visit  each  school  as  often  as  practicable  ; 
and  they  shall  in  every  way  possible,  co-operate  with  the  Superintentent 
in  advising  teachers  as  to  the  best  methods  of  instructing  and  governing 
their  schools. 

SCHOOL  YEAR  AND  SESSIONS. 

41.  I.  The  school  year  shall  commence  on  the  first  day  of  July  of  each 
year,  and  shall  end  on  the  last  day  of  the  following  June. 

II.  The  schools  shall  be  in  session  on  all  the  week  days  of  the  school 
year,  except  the  following : 

Every  Saturday. 

From  the  Thursday  falling  between  the  18th  and  24th  of  June,  inclusive, 
until  the  Friday  before  the  Monday  falling  between  the  17th  and  23d  of 
the  following  September,  inclusive. 

Thanksgiving  day  and  the  following  Friday. 

From  the  day  before  Christmas  Day  until  New  Year's  Day,  both 
inclusive ;  and  when  the  second  day  of  January  is  observed  as  New 
Year's  Day,  it  shall  be  included;  and  when  New  Year's  Day  falls  on 
Thursday,  the  following  Friday  shall  be  included. 

Washington's  Birthday,  and,  when  it  falls  on  Thursday,  the  following 
Friday  shall  be  included. 

Good  Friday  and  Easter  Monday. 

III.  In  emergencies  the  schools  may  be  closed  by  order  of  the  President 
of  the  Board  of  Trustees  upon  other  days  not  to  exceed  three  days  in  any 
one  year. 

IV.  No  other  holidays  shall  be  granted  without  the  formal  consent  of 
the  Board  of  Trustees. 

V.  The  City  Schools  from  the  Third  to  the  Eighth  Grade,  both  inclu- 
sive, and  the  County  Schools  shall  be  opened  at  9  o'clock  a.  m.,  and  shall 
be  closed  at  3  o'clock  p.  m.,  punctually.    A  recess  of  fifteen  minutes 
shall  be  given  at  10J  o'clock  a.  m.,  and  one  of  sixty  minutes  at  12  m.,  but 
on  stormy  days  the  noon  recess  may  be  dispensed  with  by  permission  of 
the  Supervising  Principal,  and  in  the  latter  case  the  schools  shall  be 
closed  at  1  o'clock. 

VI.  In  all  City  Schools  and  such  County  Schools  as  may  be  designated 
by  the  Committee  on  Teachers  and  Janitors,  upon  the  recommendation 


224 

of  the  Superintendent  and  the  Local  Committee,  the  daily  sessions  shall 
be  for  the  First  Grade  Schools,  not  exceeding  three-and-a-half  hours  ;  for 
Second  Grade  Schools,  not  exceeding  four  hours ;  and  a  recess  of  fifteen 
minutes  shall  be  given  in  the  middle  of  each  session. 

EXAMINATIONS. 

42.  Examinations  of  the  several  schools  shall  be  made  from  time  to 
time  by  the  Supervising  Principals  under  the  direction  of  the  Superin- 
tendents, and  all  pupils  absenting  themselves  from  such  examination, 
without  cause  assigned,  shall  be  reported  in  writing  to  the  Superinten- 
dent, and  may  be  suspended  or  dismissed  by  the  same. 

SCHOOL  HOUSES. 

43.  The  Trustees  are  responsible  for  the  proper  use  of  the  public  prop- 
erty intrusted  to  their  care,  and  the  school-houses  shall  be  used  only  for 
Public  School  purposes. 

JANITORS. 

44.  .Each  Janitor  shall  be  subject  to  the  order  of  the  Principal  and  of 
the  other  Executive  Officers.     He  shall  be  responsible  for  all  damage 
done  through  his  neglect  or  carelessness.    He  shall  make  and  regulate 
the  fires ;  notify  the  Principal  in  season  when  fuel  is  needed  ;  preserve 
the  heating  apparatus ;  sweep,  dust,  and  wash  the  rooms,  halls,  and  win- 
dows as  often  as  is  necessary,  or  when  so  directed  by  the  Principal ; 
keep  the  out-houses  clean  and  in  good  order  at  all  times ;  keep  the  play- 
grounds and  grass  plats  in  a  cleanly  condition ;  guard  the  buildings,  fur- 
niture, fences  and  grounds ;  see  that  the  windows,  shutters,  doors  and 
gates  are  securely  fastened  when  the  schools  are  not  in  session ;  receipt 
for  all  materials  delivered  for  minor  repairs,  and  keep  a  faithful  record  of 
the  same  and  of  the  use  made  of  them ;  promptly  make  such  repairs  as 
he  is  able  to  make,  and  report  to  the  Principal  all  other  repairs  needed, 
and  do  such  other  work  as  properly  belongs  to  the  janitor — such  as  wash- 
ing and  filling  ink-wells,  providing  water  for  the  use  of  teachers  and 
pupils,  assisting  in  maintaining  order  outside  the  building,  and  going  on 
official  errands  for  the  Principal  when  the  heating  apparatus  is  not  in 
use :     Provided,  That  some  competent  person  be  at  all  times  left  in  charge 
of  the  building.    The  janitor  of  a  steam  or  furnace-heated  building  shall 
not  be  absent  under  any  circumstances  during  school  hours-  when  the 
heating  apparatus  is  in  use.    A  janitor  may  be  required  to  labor  on  minor 
repairs,  whenever  he  shall  be  most  needed  in  or  about  any  school  build- 
ing in  the  District,  provided  his  services  are  not  required  in  the  building 
of  which  he  has  special  charge.    No  firemen,  sweep,  or  other  assistant  to 
a  janitor  shall  be  employed  or  discharged  without  the  written  approval 
of  the  Local  Committee  of  the  division.    All  janitors  shall  be  paid  on 
monthly  pay-rolls. 


225 

BOOKS  AND  FORMS. 

45.  All  officers  of  the  Board  and  teachers  shall  use  such  record  and 
other  blank  books  and  such  forms  as  shall  be  prescribed  by  the  Board 
and  in  the  manner  and  for  the  purpose  designated ;  and  the  instructions 
accompanying  such  books  and  forms  are  hereby  made  a  part  of  the  rules. 
In  each  school-room  a  copy  of  the  rules  shall  be  kept  by  the  teacher. 

APPEALS. 

46.  The  Executive  Officers  of  the  Board  shall  rank  in  the  following 
order:  Teachers,  Principals,  Supervising  Principals,  Superintendents  and 
Local  Committees.    Appeals  may  be  taken  from  the  decision  of  any  of 
these  officers  to  the  next  higher  rank,  and  from  the  Local  Committees  to 
the  Board.    Pending  any  appeal  the  decision  must  be  obeyed. 

NOMENCLATURE. 

47.  The  following  system  of  names  shall  be  used  in  all  the  reports  and 
records  of  the  Public  Schools,  to  wit :  First,  the  grade  of  the  school  shall 
be  given,  together  with  the  number  of  the  school,  if  there  be  more  than 
one  school  of  the  grade  of  the  same  sex,  in  the  same  building ;  second  the 
sex  of  pupils  attending  such  school ;  third,  the  name  of  the  school. 
Example :  Fourth  Grade,  boys,  Henry  School,  or,  Fourth  Grade,  No.  1, 
boys,  Henry  School.    The  Superintendent  is  charged.. with  the  enforce- 
ment of  this  rule. 

NORMAL  SCHOOLS. 

48.  The  following  rules  are  prescribed  for  the  Normal  Schools : 

I.  The  number  of  pupils  in  the  Washington  Normal  School  shall  be 
limited  to  fifty,  of  whom  ten  may  be  male;  and  the  number  in  the 
Normal  School  of  the  Seventh  and  Eighth  divisions  shall  be  limited  to 
twenty-six,  all  of  whom  shall  be  selected  from  graduates  of  the  respective 
high  schools. 

II.  Each  candidate  must  not  be  less  than  eighteen  years  of  age ;  and 
before  being  admitted  must  pass  an  examination,  to  be  conducted  by  the 
Committee  on  Normal  and  High  Schools,  equivalent  to  that  upon  which 
teachers'  Fourth  Class  certificates  are  issued. 

III.  An  annual  examination  of  candidates  shall  be  held  in  the  month 
of  June ;  and  the  Committee  shall  issue  tickets  of  admission  to  those 
found  qualified  (not  exceeding  fifty  in  number  for  the  Washington  Normal 
School,  and  twenty-six  for  the  Normal  School  of  the  Seventh  and  Eighth 
divisions)  commencing  with  the  one  who  stands  highest  in  scholarship, 
and  continuing  in  the  order  of  their  rank. 

IV.  Each  candidate,  before  being  admitted  to  the  school  shall  be  re- 
quired to  sign  the  following  pledge :     "  I,  the  subscriber,  desire  to  enter 
the  Normal  School,  for  the  sole  purpose  of  better  preparing  myself  for 


226 

the  business  of  teaching ;  and  I  declare  it  to  be  my  intention  to  continue 
in  said  school  until  I  have  completed  the  prescribed  course  of  study,  and 
then  to  devote  myself  to  the  work  of  teaching  in  the  public  schools  of 
the  District  for  a  period  of  at  least  two  years.  In  witness  whereof  I  have 
hereunto  subscribed  my  name." 

V.  The  course  of  study  shall  be  strictly  professional. 

VI.  All  text-books,  books  of  reference,  maps,  charts,  apparatus,  etc., 
used  by  the  schools  shail  be  furnished  by  the  Board. 

VII.  Each  graduate  shall  receive  a  certificate,  on  which  shall  be  stated 
the  rank  of  the  recipient,  and  this  certificate  shall  be  equivalent  to  a 
Fourth  Class  Certificate,  and  shall  be  good  for  one  year.    Graduates  from 
the  Normal  School  who  have  taught  in  the  public  schools  of  the  District 
not  less  than  one  year,  and  given  satisfactory  evidence  of  their  ability  to 
govern  and  instruct  a  school,  shall  be  entitled  to  receive  diplomas,  which 
shall  be  equivalent  to  Fourth  Class  Certificates. 

VIII.  The  studies  shall  be  pursued  with  special  reference  to  the  best 
methods  of  teaching. 

TRAINING  SCHOOLS. 

49.  I.  The  Committee  on  Normal  and  High  Schools  shall  designate  one 
or  more  of  the  Public  Schools  of  the  District  as  Training  Schools,  wherein 
the  pupil-teachers  of  the  Normal  Schools  may  learn,  by  observation  and 
practice,  methods  of  governing  and  instructing  children. 

II.  The  training  Schools  shall  be  detached  from  the  "  practical  super- 
vision "  of  the  Local  Committees  of  the  divisions  in  which  they  may  be 
located,  and  shall  be  in  charge  of  the  Committee  on  Normal  and  High 
Schools. 


